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Conceptual framework based instruction for promoting knowledge integration in learning momentum

Wangyi Xu1,2, Yonggui Jiang1,2,†, Lan Yang3,4, and Lei Bao4,*

  • 1Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, 311121, China
  • 2Chinese Education Modernization Research Institute of Hangzhou Normal University (Zhejiang Provincial Key Think Tank), Hangzhou, 311121, China
  • 3School of Physics, South China Normal University, Guangzhou, 510006, China
  • 4Department of Physics, The Ohio State University, Columbus, Ohio 43210, USA

  • *Corresponding author: bao.15@osu.edu
  • †Corresponding author: jyg0403@126.com
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Phys. Rev. Phys. Educ. Res. 19, 020124 – Published 5 September, 2023

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.19.020124

Abstract

Achieving knowledge integration for deep learning requires students to develop well-connected knowledge structures through the central idea of a concept. However, a number of studies on student learning in momentum have revealed persistent difficulties in understanding its fundamental concept, particularly in relating net force, time, and change in momentum with each other. This study evaluates the effectiveness of a teaching intervention based on the conceptual framework of momentum that targets knowledge integration. The evaluation outcomes of the intervention provide encouraging evidence suggesting that the conceptual framework model can be a valuable guide to the development of instruction for promoting knowledge integration and deep learning.

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Phys. Rev. Phys. Educ. Res. 19, 020124– Published 5 September, 2023
  • Received 6 March 2023
  • Accepted 18 August 2023
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