Students' talk about rotational motion within and across contexts, and implications for future learning

• Published in: International journal of science education 2001-02, Vol.23 (2), p.151-179
• Main Authors: Roth, Wolff-Michael, Lucas, Keith B, McRobbie, Campbell J
• Format: Article
• Language: English
• Subjects: Classroom Communication; Concept formation; Curriculum subjects: programmes and methods; Discourse Modes; Discussion; Educational sciences; Empirische Untersuchung; Exact and natural sciences; Motion; Physics; Rotation; Rotationsprinzip; Schüler; Science Education; Science teaching; Scientific concepts; Secondary Education; Secondary school science; Teaching methods; Upper secondary years; Vorstellung (Psy); Vorwissen
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500690117824

The investigations reported in this article are part of a larger study concerned with understanding learning as it emerges from the enacted curriculum which in itself is mediated by: students' views of the nature of science, beliefs about learning, views of laboratory learning environments; teacher's beliefs about knowing and learning science and knowledge of student ideas about content. In this article, the results of two studies of students' discourse about rotation phenomena are presented with a particular focus on the consistency of this talk across different phenomena. Study 1 presents an inventory of students' observational and theoretical descriptions after they had been taught rotational motion during the previous chool year; it simultaneously constitutes an inventory of students' knowing before another physics unit that presupposed knowledge of the first instructional cycle. Study 2 reports on the same students' discourse after a four-week unit on the dynamics of rotational motion. The results of Study 1 indicate that in spite of prior instruction, students' observational and theoretical descriptions of rotational phenomena were different from scientific canon and inconsistent within and across contexts. Study 2 further underscores the variations in student discourse about rotational motion within and across context and the differences with canonical discourse. More importantly, it illustrates that only a minority of students provided adequate observational and theoretical descriptions about the dynamics of rotational motion.