Unlearning Arist0telian Physics: A Study of Kn0wledge-Based Learning*
نویسنده
چکیده
A study of a group of e lementary school students learning to control a computerimplemented Newtonian object reveals a surprisingly uniform and detai led collection of strategies, at the core of which is a robust "Aristotel ian" expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics training on this student's naive physics. The data from these two studies are pooled and elaborated into a "genetic task analysis" of how one might come to understand Newtonian dynamics as a more or less natural evolut ion from the naive state.
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