Joan Bliss

Secondary school pupils’ commonsense theories of motion

This research sets out to test a commonsense theory of motion derived from Hayes (1979) Naive Physics Manifesto. The theory hypothesizes that our knowledge about motion is tacit, presenting the methodology with the difficult task of eliciting such knowledge. Comics, being smaller and more amusing version of our world, provided excellent interview material since they provided a wide range of motion events. Thus on episodes in four comic strips, children between the ages of 11 and 18 were asked whether and why events about motion could or could not happen. Analysis of variance showed that there is no significant variation between subjects, nor between incidence of explanations and school year in two fundamental areas of the theory tested, as predicted by the theory. It was further predicted that certain episodes would be interpreted similarly by pupils and there is some evidence to show some patterns of this kind emerging.

Educational tools for computational modelling

Abstract The paper reports both a theoretical analysis and a comparison of educational tools for computational modelling, and describes three prototype tools developed in the Programme for use in empirical studies of children reasoning with the aid of computational tools, together with an outline of the result obtained by using the tools with children.

Reasoning supported by computational tools

Abstract This paper sets out the work of the Tools for Exploratory Learning Programme within the ESRC Initiative Information Technology in Education. The research examines young secondary childrens reasoning with computational tools. We distinguish between exploratory and expressive modes of learning, that is, interaction with anothers model and creation of ones own model, respectively. The research focuses on reasoning, rather than learning, along three dimensions: quantitative, qualitative, and semi-quantitative. It provides a 3 × 2 classification of tasks according to modes of learning and types of reasoning. Modelling tools were developed for the study and descriptions of these are given. The research examined childrens reasoning with tools in all three dimensions looking more exhaustively at the semi-quantitative. Pupils worked either in an exploratory mode or an expressive mode on one of the following topics: Traffic, Health and Diet, and Shops and Profits. They spent 3–4 h individually with a researcher over 2 weeks, carrying out four different activities: reasoning without the computer; learning to manipulate first the computer then later the tool and finally carrying out a task with the modelling tool. Pupils were between 12 and 14 yr. Research questions both about childrens reasoning when working with or creating models and about the nature of the tools used are discussed. Finally an analytic scheme is set out which describes the nature of the causal and non-causal reasoning observed together with some tentative results.

A longitudinal study of dynamics concepts

The development of dynamics concepts is studied longitudinally with two groups, one between ages 12‐14 and the other from 14‐16. Data collected includes performances on APS tasks (for which there is also national data) and performance on Piagetian tasks, with interviews on tasks for selected pupils. Classroom science curriculum data was also obtained. The study can thus discuss the interaction of cognitive development and classroom experience in the development of concepts. This particular paper focuses on the APS tasks.

A psycho-logic of motion

In this paper we set out a theoretical account of how we suppose commonsense reasoning about motion may develop. We identify some of the most primitive building blocks necessary to the construction of a psycho-logic of motion. Our analysis shows how such primitive elements could combine together to provide schemes of motion, recognisable in psychological accounts of infancy, which themselves generate both prototypes of and rules for motion used in commonsense reasoning. The theory takes as fundamental the basic (essentially Kantian) categories of commonsense reasoning: action, object, space, cause, time and movement. We also start with Piaget’s intuition that action and movement are primitive and fundamental to all development. A number of levels are suggested from the initial primitive schemes, emerging rules and prototypes, new prototypes from combinations, projection of prototypes onto other objects and elaboration. Examples are given of prototypes which are the link between the deep seated ways of thinking and commonsense reasoning.RésuméCet article développe un cadre théorique permettant de rendre compte du développement des conceptions „naturelles” du mouvement. Les premiers éléments nécessaires á l’appréhension du mouvement sont identifiés. L’analyse montre que la combinaison de ces éléments primitifs peuvent se combiner et aboutir à des schèmes de mouvement chez l’enfant; ces schèmes générent des prototypes de mouvement et des règles que l’on retrouve dans le raisonnement du sens commun. La théorie s’appuie sur les catégories du sens commun, essentiellement kantiennes (action, objet, espace, cause, temps et déplacement) et sur l’intuition piagétienne selon laquelle l’action et le déplacement sont à la base du développement. Un certain nombre de niveaux sont envisagés, partant des schèmes primitifs, à partir desquels émergent des règles et des prototypes qui à leur tour permettront l’émergence d’autres objects. Des exemples de prototypes sont donnés qui permettent de faire le lien entre les formes de pensée les plus précoces et le raisonnement du sens commun.

A Longitudinal Study of Pupils' Understanding of Dynamics: Relationship between Cognitive Development and Performance on Dynamics Items.

In this article we describe a longitudinal study with secondary school pupils which focuses on the relationship between pupils’ cognitive development and understanding dynamics. Two classes of pupils the first between 12–14 and the second between 14 and 16, together with a sub-sample from each of these classes were followed for three years. The main sample completed two tests composed of standard dynamics items and a Piagetian cognitive task. The subsample were interviewed on some of the dynamics items tested and carried out additional cognitive tasks. The results showed that the majority of younger pupils, and the sub-sample reflect the tendency, make very little or no cognitive progress during the three years whereas the older pupils of the main sample and sub-sample make reasonable propgress mainly in the fourth year. The study showed that the relationship between cognitive scores and results on dynamics items is variable with both samples and sub-samples. Further different domains within dynamics related in different ways to cognitive development. An analysis of dynamics concepts suggested that some are more accessible to pupils than others. Three different types of relations are proposed between pupils’ understanding of dynamics concepts and the use of these in the real world.RésuméIl s’agit d’une étude longitudinale qui s’est attachée à cerner la relation possible entre le développement cognitif des élèves et leur compréhension de la dynamique. Deux classes de l’enseignement secondaire, l’une comprenant des élèves âgés de 12 à 14 ans, l’autre des élèves de 14 à 16 ans ont été suivies pendant une durée de trois années. Deux épreuves ont été utilisées, l’une des questions relatives à la dynamique, l’autre des tâches piagétiennes. Par ailleurs un sous-groupe d’élèves a fait l’objet d’investigations supplémentaires. Les résultats font apparaître que les plus jeunes élèves progressent peu ou pas du tout sur le plan cognitive, tandis que chez les plus âgés les progrés sont importants, tout particulièrement au cours de la 4ème année. Les relations entre les scores dans les tâches de raisonnement et les scores au questionnaire de connaisances sont variables selon les items considérés. Les résultats suggèrent que quelques concepts en dynamique sont plus accessibles aux élèves que d’autres. Ceci est mis en relation avec l’utilisation que les élèves peuvent faire de ceux-ci dans leur vie de tous les jours

Physical sciences and the school curriculum

The difficulties encountered by pupils and students when learning physics can often be explained by the differences that exist between their spontaneous ideas about the real world and how the scientist models this reality. How can children and adolescents be helped to better understand scientific ideas that could be of use to them? What is the role in learning and in teaching of: peer group interaction, different forms of representation (pictorial analogies, schemes, graphs), intelligent tutoring systems; etc? In this special edition there are a number of pieces of recent research of interest both to the researcher and to educator concerned with the development of knowledge and the teaching of the experimental sciences.RésuméLes difficultés que rencontrent les élèves et les étudiants au cours de l’enseignement de la physique sont souvent expliquées par les différences existant entre leurs conceptions spontanées du monde physique et les modèles scientifiques. Comment est-il possible d’aider les enfants et les adolescent à mieux comprendre les concepts et les modèles physiques? Quels rôles peuvent jouer — les interactions sociales, l’utilisation de différentes formes de représentations symboliques (analogies imagées, schémas, graphiques …), les outils informatiques … — dans l’enseignement et les processus d’apprentissage? Les lecteurs trouveront dans ce numéro spécial un ensemble de recherches récentes susceptible d’intéresser les chercheurs et les praticiens concernés par le développement des connaissances et l’enseignement des disciplines expérimentales.