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ERIC Number: EJ1261172
Record Type: Journal
Publication Date: 2020-Aug
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: N/A
Available Date: N/A
Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis
Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn; Zeng, Pingfei; Xin, Tao
Research in Science Education, v50 n4 p1369-1388 Aug 2020
We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for buoyancy. For this study, we first abstracted seven attributes of buoyancy and then developed a hypothesized learning progression for buoyancy. A 14-item buoyancy instrument was administered to 1089 8th grade students to verify and refine the learning progression. The results suggest four levels of progression during conceptual change when 8th grade students understand buoyancy. Students at level 0 can only master "Density." When students progress to level 1, they can grasp "Direction," "Identification," "Submerged volume," and "Relative density" on the basis of the prior level. Then, students gradually master "Archimedes' theory" as they reach level 2. The most advanced students can further grasp "Relation with motion" and arrive at level 3. In addition, this four-level learning progression can be accounted for by the Qualitative-Quantitative-Integrative explanatory model.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A