Dynamic factor analysis of students' preconception and misconception data in the literature : How were the answers constructed from the question?

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  • KAMOGAWA Keiji
    Ele. & Sec. Education Bureau, Ministry of Education, science, Sports and Culture

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  • 動的要素に注目する子どもの固有の考えの分析法 : その答えは問いからどのように構成されたか?
  • ドウテキ ヨウソ ニ チュウモク スル コドモ ノ コユウ ノ カンガエ ノ ブンセキホウ ソノ コタエ ワ トイ カラ ドノ ヨウ ニ コウセイ サレタ カ

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Students' preconceptions and misconceptions in the literature were reanalyzed with a dynamic response (R) scheme to the question (Q). Their thought processes from Q to R could be retraced to give consistently the reported pattern of R and interpretation etc. as a function of dynamic factors including understanding of the question, mismatched memories of the previous study, imaging ability of the corresponding operations and syntactic buildup of the answer. Students' conceptions about the weight of a solution, electric current in a circuit and vacuum force in the three research reports were analyzed using this dynamic construction model. From the analysis, the imaging ability of weighting in water, ambiguity in temporal and circuit expense of the electric current, mistaking of work for power, etc., were found to be the responsible factors.

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