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Science Education
written by Ibrahim Halloun
High school and college students often carry out of traditional physics courses loose bundles of vague and undifferentiated concepts about physical objects and their properties. Within the framework of schematic modeling, a scientific concept can be defined explicitly with five schematic dimensions: domain, organization, quantification, expression, and employment. Based on the level of commensurability between scientific concepts and individual students' own concepts, students' cognitive evolution into the scientific realm can take different directions ranging from reinforcing existing concepts to constructing novel ones on completely new foundations. Such evolution is promoted in a student-centered, model-based instruction. The newtonian concept of force is discussed for illustration, along with the results of tutoring two groups of Lebanese students to develop this concept in a schematic modeling approach.
Science Education: Volume 82, Issue 2, Pages 239-263
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
Education - Basic Research
- Cognition
General Physics
- Physics Education Research
- Lower Undergraduate
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Researchers
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application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 1998 John Wiley & Sons, Inc.
DOI:
10.1002/(SICI)1098-237X(199804)82:2<239::AID-SCE7>3.0.CO;2-F
Keywords:
Cognitive Processes, Concept Formation, Elementary Secondary Education, Epistemology, Force, Mechanics (Physics), Models, Physics, Prior Learning, Scientific Concepts
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
Last Update
when Cataloged:
December 7, 1998
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Record Link
AIP Format
I. Halloun, , Sci. Educ. 82 (2), 239 (1998), WWW Document, (https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F).
AJP/PRST-PER
I. Halloun, Schematic concepts for schematic models of the real world: The Newtonian concept of force, Sci. Educ. 82 (2), 239 (1998), <https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F>.
APA Format
Halloun, I. (1998, December 7). Schematic concepts for schematic models of the real world: The Newtonian concept of force. Sci. Educ., 82(2), 239-263. Retrieved November 12, 2024, from https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F
Chicago Format
Halloun, Ibrahim. "Schematic concepts for schematic models of the real world: The Newtonian concept of force." Sci. Educ. 82, no. 2, (December 7, 1998): 239-263, https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F (accessed 12 November 2024).
MLA Format
Halloun, Ibrahim. "Schematic concepts for schematic models of the real world: The Newtonian concept of force." Sci. Educ. 82.2 (1998): 239-263. 12 Nov. 2024 <https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F>.
BibTeX Export Format
@article{ Author = "Ibrahim Halloun", Title = {Schematic concepts for schematic models of the real world: The Newtonian concept of force}, Journal = {Sci. Educ.}, Volume = {82}, Number = {2}, Pages = {239-263}, Month = {December}, Year = {1998} }
Refer Export Format

%A Ibrahim Halloun %T Schematic concepts for schematic models of the real world: The Newtonian concept of force %J Sci. Educ. %V 82 %N 2 %D December 7, 1998 %P 239-263 %U https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F %O application/pdf

EndNote Export Format

%0 Journal Article %A Halloun, Ibrahim %D December 7, 1998 %T Schematic concepts for schematic models of the real world: The Newtonian concept of force %J Sci. Educ. %V 82 %N 2 %P 239-263 %8 December 7, 1998 %U https://doi.org/10.1002/(SICI)1098-237X(199804)82:2%3C239::AID-SCE7%3E3.0.CO;2-F


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