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Abstract Title: Influence of the Scientific Reasoning on College Students' Physics Learning
Abstract: Modeling instruction has been successfully implemented in colleges and high schools in the United States. In this work a preliminary implementation of modeling instruction in an introductory physics course of Mechanics in a Mexican university is analyzed. The Lawson's Test of Formal Reasoning and the Force Concept Inventory (FCI) were applied in the beginning of the semester, while the FCI was administered again at the end of the period in order to assess the concept learning of students. The students in modeling courses gained the double of concept learning than students in traditional courses. A stepwise correlational study was established between scientific reasoning, initial concepts and concept learning. The concept learning gain just exhibited correlation with the scientific reasoning, R = .454 (p < .001) for modeling instruction and R = .319 (p < .001) for traditional instruction, which proves to be one of the reasons for the observed difference in the concept learning gain.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Hugo Alarcon
Tecnologico de Monterrey
Av. E. Garza Sada 2501
Col. Tecnologico
Monterrey, Non U.S. 64849
Phone: +52 81 83582000, 4631
Fax: +52 81 83582000 ,4632
and Co-Presenter(s)
Jorge de la Garza