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Physical Review Physics Education Research
written by Siera M. Stoen, Mark McDaniel, Regina F. Frey, Mairin Hynes, and Michael J. Cahill
The Force Concept Inventory (FCI) can serve as a summative assessment of students' conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. In this article, we consider the idea that FCI performance may reflect a number of student attributes including relational knowledge structures of physics concepts, expertlike attitudes, and problem-solving skills. Using a large calculus-based introductory physics course, we show that knowledge of conceptual relationships (i.e., knowledge structures), attitudinal measures, and problem-solving ability are all measures that uniquely contribute to a postinstruction FCI score. While these associations do not reveal the nature of their relation to the FCI (it could be that good students perform well on all these measures), they do provide evidence that improving any one of these aspects may improve a student's overall FCI score.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010105
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
- Problem Solving
- Research Design & Methodology
= Evaluation
= Statistics
- Sample Population
- Student Characteristics
= Ability
= Affect
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.010105
Keywords:
FCI outcomes, correlational study
Record Creator:
Metadata instance created June 15, 2020 by Lyle Barbato
Record Updated:
May 30, 2022 by Caroline Hall
Last Update
when Cataloged:
January 27, 2020
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AIP Format
S. Stoen, M. McDaniel, R. Frey, M. Hynes, and M. Cahill, , Phys. Rev. Phys. Educ. Res. 16 (1), 010105 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010105).
AJP/PRST-PER
S. Stoen, M. McDaniel, R. Frey, M. Hynes, and M. Cahill, Force Concept Inventory: More than just conceptual understanding, Phys. Rev. Phys. Educ. Res. 16 (1), 010105 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010105>.
APA Format
Stoen, S., McDaniel, M., Frey, R., Hynes, M., & Cahill, M. (2020, January 27). Force Concept Inventory: More than just conceptual understanding. Phys. Rev. Phys. Educ. Res., 16(1), 010105. Retrieved June 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010105
Chicago Format
Stoen, S, M. McDaniel, R. Frey, M. Hynes, and M. Cahill. "Force Concept Inventory: More than just conceptual understanding." Phys. Rev. Phys. Educ. Res. 16, no. 1, (January 27, 2020): 010105, https://doi.org/10.1103/PhysRevPhysEducRes.16.010105 (accessed 16 June 2024).
MLA Format
Stoen, Siera M., Mark McDaniel, Regina F. Frey, Mairin Hynes, and Michael J. Cahill. "Force Concept Inventory: More than just conceptual understanding." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010105. 16 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010105>.
BibTeX Export Format
@article{ Author = "Siera M. Stoen and Mark McDaniel and Regina F. Frey and Mairin Hynes and Michael J. Cahill", Title = {Force Concept Inventory: More than just conceptual understanding}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {1}, Pages = {010105}, Month = {January}, Year = {2020} }
Refer Export Format

%A Siera M. Stoen %A Mark McDaniel %A Regina F. Frey %A Mairin Hynes %A Michael J. Cahill %T Force Concept Inventory: More than just conceptual understanding %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D January 27, 2020 %P 010105 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010105 %O application/pdf

EndNote Export Format

%0 Journal Article %A Stoen, Siera M. %A McDaniel, Mark %A Frey, Regina F. %A Hynes, Mairin %A Cahill, Michael J. %D January 27, 2020 %T Force Concept Inventory: More than just conceptual understanding %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010105 %8 January 27, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010105


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