力学相关部分实验教具的现状及改进措施研究外文翻译资料

本科毕业设计（论文）

外文翻译

Systematic study of student understanding of the relationships between the directions of force,

velocity, and acceleration in one dimension

原文正文：

We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the fifinal version of the instrument from over 650 students. Unlike previous work, we simultaneously studied all six possible conditional relations between force, velocity, and acceleration in order to obtain a coherent picture of student understanding of the relations between all three concepts. We present a variety of evidence demonstrating the validity and reliability of the instrument. An analysis of student responses from three different course levels revealed three main findings. First, a significant fraction of students chose lsquo;lsquo;partially correctrsquo;rsquo; responses, and from pre- to post-test, many students moved from lsquo;lsquo;misconceptionrsquo;rsquo; to partially correct responses, or from partially correct to fully correct responses. Second, there were asymmetries in responding to conditional relations. For example, students answered questions of the formlsquo;lsquo;Given the velocity, what can be inferred about the net force?rsquo;rsquo; differently than converse questions lsquo;lsquo;Given the net force, what can be inferred about the velocity?rsquo;rsquo; Third, there was evidence of hierarchies in student responses, suggesting, for example, that understanding the relation between velocity and acceleration is necessary for understanding the relation between velocity and force, but the converse is not true. Finally, we briefly discuss how these findings might be applied to instruction.

1. INTRODUCTION

One of the earliest and most studied areas in physics education research is student understanding of force, velocity, and acceleration. For example, perhaps the most widely known and documented phenomenon in this field is the (incorrect) student belief that the net force on an object and its velocity must be in the same direction [1–5]. It is also well documented that students often have difficulty distinguishing between the velocity and acceleration of an object [6,7].

Nonetheless, even though this topic is relatively well studied, there remain many unanswered questions that are critical to both advancing our knowledge of student difficulties with force, velocity, and acceleration and applying this knowledge to improve student learning of these fundamental concepts. For example, empirically speaking, to what extent does the correct understanding of the relation- ship between, say, force and acceleration depend on the correct understanding of another relation, say, between force and velocity? Does the path to correct understanding of these relations empirically occur in steps? If so, what are the steps?

Furthermore, it is important to point out that when assessing student understanding of the relations between force, velocity, and acceleration, the questions posed typically involve conditional relations, though this has not been explicitly acknowledged or systematically studied in previous work. For example, in a landmark paper, Viennot posed questions of the form lsquo;lsquo;given the velocity of an object, what is the (net) force on the object?rsquo;rsquo; which is a conditional relation of the form lsquo;lsquo;given x, what is y?rsquo;rsquo; There were no questions in Viennotrsquo;s study probing the converse conditional relation lsquo;lsquo;given a net force on an object, what is its velocity?rsquo;rsquo; Nor were there any questions regarding the relations between velocity and acceleration or acceleration and force [4]. Certainly, in other studies that followed Viennotrsquo;s paper, other conditional relationships were studied. However, as can be seen from Table I, which summarizes the relationships studied in many of the exist- ing research papers on studentsrsquo; conceptual understanding of the directional relationships of force, velocity, and acceleration, there has been no systematic study of student understanding of all six possible paired conditional rela- tions between the concepts of force, velocity, and acceleration. Furthermore, there has been an abundance of work on some of the six relations and little, if any, on others.

A systematic study of all possible pairs of conditional relations between force, velocity, and acceleration is important for two reasons. First, a within-student study of all possible pairs of relations will allow for a more holistic picture of student understanding of all relations and the possibility of determining whether understanding one relation may effect (or predict) the understanding of another relation. Second, it is not unreasonable to expect that for a given pair of variables, a conditional relation between the pair and its converse may not be answered similarly by the student. For example, the question lsquo;lsquo;An object is accelerating in a certain direction, what can you infer about the objectrsquo;s velocity?rsquo;rsquo; may be answered differently than the question lsquo;lsquo;An object has a velocity in a certain direction, what can you infer about the objectrsquo;s acceleration?rsquo;rsquo; Furthermore, if there is a causal relation between the variables (real or believed), such as between force and acceleration, then making inferences about the effect of a given cause may be different than making inferences about the cause of a given effect [11].

Therefore, in this paper we will investigate student understanding of all possible pairs of relations between force, velocity, and acceleration. To more precise

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Systematic study of student understanding of the relationships between the directions of force,

velocity, and acceleration in one dimension

原文正文：

We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one dimension and report on data collected on the fifinal version of the instrument from over 650 students. Unlike previous work, we simultaneously studied all six possible conditional relations between force, velocity, and acceleration in order to obtain a coherent picture of student understanding of the relations between all three concepts. We present a variety of evidence demonstrating the validity and reliability of the instrument. An analysis of student responses from three different course levels revealed three main findings. First, a significant fraction of students chose lsquo;lsquo;partially correctrsquo;rsquo; responses, and from pre- to post-test, many students moved from lsquo;lsquo;misconceptionrsquo;rsquo; to partially correct responses, or from partially correct to fully correct responses. Second, there were asymmetries in responding to conditional relations. For example, students answered questions of the formlsquo;lsquo;Given the velocity, what can be inferred about the net force?rsquo;rsquo; differently than converse questions lsquo;lsquo;Given the net force, what can be inferred about the velocity?rsquo;rsquo; Third, there was evidence of hierarchies in student responses, suggesting, for example, that understanding the relation between velocity and acceleration is necessary for understanding the relation between velocity and force, but the converse is not true. Finally, we briefly discuss how these findings might be applied to instruction.

1. INTRODUCTION

One of the earliest and most studied areas in physics education research is student understanding of force, velocity, and acceleration. For example, perhaps the most widely known and documented phenomenon in this field is the (incorrect) student belief that the net force on an object and its velocity must be in the same direction [1–5]. It is also well documented that students often have difficulty distinguishing between the velocity and acceleration of an object [6,7].

Nonetheless, even though this topic is relatively well studied, there remain many unanswered questions that are critical to both advancing our knowledge of student difficulties with force, velocity, and acceleration and applying this knowledge to improve student learning of these fundamental concepts. For example, empirically speaking, to what extent does the correct understanding of the relation- ship between, say, force and acceleration depend on the correct understanding of another relation, say, between force and velocity? Does the path to correct understanding of these relations empirically occur in steps? If so, what are the steps?

Furthermore, it is important to point out that when assessing student understanding of the relations between force, velocity, and acceleration, the questions posed typically involve conditional relations, though this has not been explicitly acknowledged or systematically studied in previous work. For example, in a landmark paper, Viennot posed questions of the form lsquo;lsquo;given the velocity of an object, what is the (net) force on the object?rsquo;rsquo; which is a conditional relation of the form lsquo;lsquo;given x, what is y?rsquo;rsquo; There were no questions in Viennotrsquo;s study probing the converse conditional relation lsquo;lsquo;given a net force on an object, what is its velocity?rsquo;rsquo; Nor were there any questions regarding the relations between velocity and acceleration or acceleration and force [4]. Certainly, in other studies that followed Viennotrsquo;s paper, other conditional relationships were studied. However, as can be seen from Table I, which summarizes the relationships studied in many of the exist- ing research papers on studentsrsquo; conceptual understanding of the directional relationships of force, velocity, and acceleration, there has been no systematic study of student understanding of all six possible paired conditional rela- tions between the concepts of force, velocity, and acceleration. Furthermore, there has been an abundance of work on some of the six relations and little, if any, on others.

A systematic study of all possible pairs of conditional relations between force, velocity, and acceleration is important for two reasons. First, a within-student study of all possible pairs of relations will allow for a more holistic picture of student understanding of all relations and the possibility of determining whether understanding one relation may effect (or predict) the understanding of another relation. Second, it is not unreasonable to expect that for a given pair of variables, a conditional relation between the pair and its converse may not be answered similarly by the student. For example, the question lsquo;lsquo;An object is accelerating in a certain direction, what can you infer about the objectrsquo;s velocity?rsquo;rsquo; may be answered differently than the question lsquo;lsquo;An object has a velocity in a certain direction, what can you infer about the objectrsquo;s acceleration?rsquo;rsquo; Furthermore, if there is a causal relation between the variables (real or believed), such as between force and acceleration, then making inferences about the effect of a given cause may be different than making inferences about the cause of a given effect [11].

Therefore, in this paper we will investigate student understanding of all possible pairs of relations between force, velocity, and acceleration. To more precisely focus the investigation, we will only study student understanding of the relations between the directions of force, velocity, and acceleration in one dimension, and leave the investigation of multiple dimensions and the relations between the magnitudes of these variables for other studies.

While this investigation included a sign

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