Skip to main content
SpringerLink
Log in

Cultural factors in the origin and remediation of alternative conceptions in physics

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

Over a wide range of subject areas students exhibit persistent conceptions contrary to the prevailing scientific concepts. The same alternative conceptions in physics are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of physics. What is the reason for these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common-sense theories, in what way then are cultural factors still important in the teaching-learning process? The influence of cultural factors will be discussed on the basis of literature available on this topic. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions some of which may be universal and some dependent on culture. The same distinction is made regarding ways of reasoning and epistemology. It is suggested that the effectiveness of methods for the remediation of alternative conceptions is strongly influenced by cultural aspects of the teaching-learning process.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ajeyalemi, D.: 1987, ‘Cognitive Styles of Science Teaching from a Discourse Analysis of Lessons’, JORIC 5(2), 95–110.

    Google Scholar 

  • Andersson, B.: 1986, ‘The Experiential Gestalt of Causation: a Common Core to Pupils' Preconceptions in Science’, European Journal of Science Education 8(2), 155–171.

    Google Scholar 

  • Andersson, B. & Karrqvist, C.: 1981, Light and its Properties, EKNA report 8, Department of Educational Research, University of Gothenburg, Molndal, Sweden.

    Google Scholar 

  • Andersson, B. & Karrqvist, C.: 1983, ‘How Swedish Pupils, Aged 12–15 Years, Understand Light and its Properties’, European Journal of Science Education 5(4), 387–402.

    Google Scholar 

  • Arum, C. S. & Berg, E. van den: 1990, ‘Salah Konsep Siswa dengan Gaya pada Benda Diam’ (‘Alternative conceptions of students regarding forces on objects at rest’, — in Indonesian), Proceedings konferensi HFIY ke 5, IKIP Semarang, Indonesia, 6 January 1990.

  • Beeby, C. E.: 1979, ‘Teachers, Teacher Education and Research’, in R. Garner (ed.), Teacher Education in Developing Countries: Prospects for the Eighties. London Institute of Education, London.

    Google Scholar 

  • Berg, E. van den & Sundaru: 1990, ‘Student Ideas on the Velocity of Light’, The Australian Science Teachers Journal 36(2), 72–75.

    Google Scholar 

  • Berg, E. van den: 1992, ‘Origin of Alternative Conceptions: some Notes from Cross-Cultural Research’, paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Cambridge (Massachusetts), 21–25 March 1992.

  • Berg, E. van den, Darjito, A. & van den Berg-Aquilar, R. A.: 1992, ‘Misconceptions on Electric Current and Potential: Assessment and Remediation’, Journal of Science and Mathematics Education in South East Asia 15(1), 68–80.

    Google Scholar 

  • Boeha, B. B.: 1990, ‘Aristotle, Alive and Well in Papua New Guinea Science Classrooms’, Physics Education 25(5), 280–283.

    Google Scholar 

  • Buseri, J. C.: 1987, ‘The Influence of Culture on Pupils' Questioning Habits in Nigerian Secondary Schools’, European Journal of Science Education 9(5), 579–584.

    Google Scholar 

  • Carey, S.: 1992, ‘The Origin and Evolution of Everyday Concepts’, in R. N. Giere (ed.), Cognitive Models of Science, University of Minnesota Press, Minneapolis, 89–128.

    Google Scholar 

  • Case, S. M.: 1971, ‘The Language Barrier in Science Teaching’, in P. E. Richmond (ed.), New Trends in Integrated Science Teaching, Unesco Press, Paris.

    Google Scholar 

  • Champagne, A. B., Klopfer, L. E. & Anderson, J. H.: 1980, ‘Factors Influencing the Learning of Classical Mechanics’, American Journal of Physics 48, 1074–1079.

    Google Scholar 

  • Champagne, A. B., Gunstone, R. F. & Klopfer, L. E.: 1985, ‘Instructional Consequences of Students' Knowledge about Physical Phenomena’, in L. H. T. West and A. L. Pines (eds.), Cognitive Structure and Conceptual Change, Academic Press Inc., Orlando, FL, 61–90.

    Google Scholar 

  • Chi, M. T. H.: 1992, ‘Conceptual Change Within and Across Ontological Categories: Examples from learning and Discovery in Science’, in R. N. Giere (ed.), Cognitive Models of Science, University of Minnesota Press, Minneapolis, 129–186.

    Google Scholar 

  • Chomsky, N.: 1968, Language and Mind, Harcourt, Brace & World, New York, NY.

    Google Scholar 

  • Churchland, P. S.: 1978, ‘Fodor on Language Learning’, Synthese 38, 149–159.

    Google Scholar 

  • Clement, J.: 1983, ‘A Conceptual Model discussed by Galileo and Used Intuitively by Physics Students’, in D. Gentner and A. L. Stevens (eds.), Mental Models, Lawrence Erlbaum Associates, Hillsdale, NJ, 325–340.

    Google Scholar 

  • Clement, J.: 1987, ‘Overcoming Students' Misconceptions in Physics: the Role of Anchoring Intuitions and Analogical Validity’, in J. D. Novak (ed.), Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, June 26–29, 1987, Cornell University, Ithaca, NY, III, 84–97.

    Google Scholar 

  • Cobern, W. W.: 1992, ‘Constructivism and Non-Western Science Education Research’, Scientitific Literacy and Cultural Studies Project (SLCSP), working paper no. 102.

  • Cohen, R., Eylon, B. & Ganiel, U.: 1983, ‘Potential Difference and Current in Simple Electric Circuits: A Study of Students' Concepts’, American Journal of Physics 5(5), 407–412.

    Google Scholar 

  • Confrey, J.: 1990, ‘A Review of the Research on Student Conceptions in Mathematics, Science, and Programming’, in C. B. Cazden (ed.), Review of Research in Education 16, 3–56.

  • Dart, F. E. & Pradhan, P. L.: 1967, ‘Cross-Cultural Teaching of Science’, Science 155(3763), 649–656.

    Google Scholar 

  • Dijksterhuis, E. J.: 1961, The Mechanization of the World Picture, Oxford University Press, New York, NY.

    Google Scholar 

  • diSessa, A. A.: 1983, ‘Phenomenology and the Evolution of Intuition’, in D. Gentner and A. L. Stevens (eds.), Mental Models, Lawrence Erlbaum, Hillsdale, NJ, 15–33.

    Google Scholar 

  • Driver, R. & Erickson, G.: 1983, ‘Theories-in-Action: Some Theoretical and Empirical Issues in the Students' Conceptual Frameworks in Science’, Studies in Science Education 10, 37–60.

    Google Scholar 

  • Driver, R., Guesne, E. & Tiberghien, A.: 1985, ‘Some Features of Children's Ideas and their Implications for Teaching’, in R. Driver et al. (eds.) Children's Ideas in Science, Open University Press, Milton Keynes, 193–201.

    Google Scholar 

  • Eggleston, J. F., Galton, M. J. & Jones, M. E.: 1976, Processes and Products of Science Teaching, Macmillan Education, London.

    Google Scholar 

  • Erickson, G. L.: 1979, ‘Children's Conceptions of Heat and Temperature’, Science Education 63(2), 221–230.

    Google Scholar 

  • Erickson, G. L.: 1980, ‘Children's Viewpoint of Heat: A Second Look’, Science Education 64(3), 232–336.

    Google Scholar 

  • Erickson, G. L. & Tiberghien, A.: 1985, ‘Heat and Temperature’, in R. Driver, E. Guesne and A. Tiberghien (eds.), Children's Ideas in Science, Open University Press, Milton Keynes, 52–84.

    Google Scholar 

  • Fetherstonhaugh, A., Happs, J. C. & Treagust, D.: 1987, ‘Student Misconceptions about Light. A Comparative Study of Prevalent Views Found in Western Australia, France, New Zealand, Sweden and The United States’, Research in Science Education 17, 156–164.

    Google Scholar 

  • Fodor, J. A.: 1975, The language of thought, Crowell, New York.

    Google Scholar 

  • Gardner, P. L.: 1976, Project WISP: Words in Science, Science Education Center, University of The Philippines, Quezon City, Philippines.

    Google Scholar 

  • George, J. & Glasgow, J.: 1988, ‘Street Science and Conventional Science in the West Indies’, Studies in Science Education 15, 109–118.

    Google Scholar 

  • Gilbert, J. K. & Watts, D. M.: 1983, ‘Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education’, Studies in Science Education 10, 61–98.

    Google Scholar 

  • Goldberg, F. M. & McDermott, L. C.: 1987, ‘An Investigation of Student Understanding of the Real Image Formed by a Converging Lens or Concave Mirror’, American Journal of Physics 55(2), 108–119.

    Google Scholar 

  • Gould, J. L. & Marler, P.: 1987, ‘Learning by Instinct’, Scientific American 256(1), 62–73.

    Google Scholar 

  • Gunstone, R. & Watts, D. M.: 1985, ‘Force and Motion’, in R. Driver, E. Guesne and A. Tiberghien (eds.), Children's Ideas in Science, Open University Press, Milton Keynes, 85–104.

    Google Scholar 

  • Gutierrez, R. & Ogborn, J.: 1992, ‘A Causal Framework for Analysing Alternative Conceptions’, International Journal of Science Education 14(2), 201–220.

    Google Scholar 

  • Hacker, R. G., Hawkes, R. L. & Hefferman, M. K.: 1979, ‘A Cross-Cultural Study of Science Classroom Interactions’, British Journal of Educational Psychology 49, 51–59.

    Google Scholar 

  • Halloun, I. A. & Hestenes, D.: 1985, ‘Common Sense Concepts about Motion’, American Journal of Physics 53(11), 1056–1065.

    Google Scholar 

  • Hashweh, M. Z.: 1986, ‘Toward an Explanation of Conceptual Change’, European Journal of Science Education 8(3), 229–249.

    Google Scholar 

  • Head, J.: 1986, ‘Research into ‘Alternative Frameworks’: Promise and Problems’, Research into Science & Technological Education 4(2), 203–211.

    Google Scholar 

  • Heisenberg, W.: 1973, ‘Traditions in Science’, Bulletin of Atomic Scientist, December 1973.

  • Hewson, M. G. A 'B. & Hamlyn, D.: 1984, ‘The Influence of Intellectual Environment on Conceptions of Heat’, European Journal of Science Education 6(3), 245–262.

    Google Scholar 

  • Hewson, M. G. A 'B.: 1988, ‘The Ecological Context of Knowledge: Implications for Learning Science in Developing Countries’, Journal of Curriculum Studies 20(4), 317–326.

    Google Scholar 

  • Horton, R.: 1967, ‘African Traditional Thought and Western Science’, Africa 137, 50–71, 155–187.

    Google Scholar 

  • Ingle, R. B. & Turner, A. D.: 1981, ‘Science Curricula as Cultural Misfits’, European Journal of Science Education 4(3), 357–371.

    Google Scholar 

  • Jegede, O. J. & Okebukola, P. A. O.: 1991a, ‘The Effect of Instruction on Socio-Cultural Beliefs Hindering the Learning of Science’, Journal of Research in Science Teaching 28(3), 275–285.

    Google Scholar 

  • Jegede, O. J. & Okebukola, P. A. O.: 1991b, ‘The Relationship between African Traditional Cosmology and Students' Acquisition of a Science Process Skill’, International Journal of Science Education 13(1), 37–47.

    Google Scholar 

  • Johsua, S. & Dupin, J. J.: 1987, ‘Conceptions of French Pupils Concerning Electric Circuits: Structure and Evolution’, Journal of Research in Science Teaching 24(9), 791–806.

    Google Scholar 

  • Kandel, E. R. & Hawkins, R. D.: 1992, ‘The Biological Basis of Learning and Individuality’, Scientific American 267(3), 52–61.

    Google Scholar 

  • Katu, N.: 1992, ‘Development of Conceptions in Basic Electricity: An Exploratory Study Using Teaching Experiment Methodology’, Unpublished PhD thesis, The Pennsylvania State University, University Park, PA.

    Google Scholar 

  • Katu, N., Lunetta, V. N. & van den Berg, E.: 1992, ‘The Development of Conceptions in Basic Electricity: An Application of Teaching Experiment Methodology’, paper presented at the Annual Conference of the National Association for Research in Science Teaching, Cambridge (Massachusetts), 21–25 March 1992.

  • King, K.: 1986, ‘Mapping the Environment of Science in India’, Studies in Science Education 13, 53–69.

    Google Scholar 

  • Knamiller, G. W.: 1984, ‘The Struggle for Relevance in Science Education in Developing Countries’, Studies in Science Education 11, 60–78.

    Google Scholar 

  • Kristyanto, S. B. & van den Berg, E.: 1991, ‘Miskonsepsi siswa SMP dan SMA mengenai suhu dan bahang’ (‘Alternative conceptions of heat and temperature of junior and senior secondary students’, — in Indonesian), Kritis 5(3), 65–79.

    Google Scholar 

  • Kuiper, J., Dulfer, G. H., Licht, P. & Thijs, G. D.: 1985, ‘Students' Conceptual Problems in the Understanding of Simple Electric Circuits. Report of a Questionnaire Administered to Samples of Students in Indonesia, Lesotho, Swaziland, and the Netherlands’, Faculty of Mathematics and Natural Sciences, Vrije Universiteit, Amsterdam.

    Google Scholar 

  • Kuiper, J.: 1991, Ideas of Force. A Study of the Understanding of the Concept of “Force” of Secondary School Students in Zimbabwe, Unpublished PhD thesis, Vrije Universiteit, Amsterdam.

    Google Scholar 

  • Kuiper, J.: 1994, ‘Student Ideas of Science Concepts: Alternative Frameworks?, International Journal of Science Education 16(3), 279–292.

    Google Scholar 

  • Ladriere, J.: 1977, The Challenge Presented to Cultures by Science and Technology, UN-ESCO, Paris.

    Google Scholar 

  • Lee, M. N. N., Nurulazam, A., Zain, M. & Sulaiman, S.: 1992, ‘Misconceptions in Selected Topics in Physics Among Malaysian Pupils’, Journal of Science and Mathematics Education in Southeast Asia 15(1), 55–62.

    Google Scholar 

  • Lewin, K. M.: 1993, ‘Planning Policy on Science Education in Developing Countries’, International Journal of Science Education 15(1), 1–15.

    Google Scholar 

  • Licht, P. & Thijs, G. D.: 1990, ‘Method to Trace Coherence and Persistence of Preconceptions’, International Journal of Science Education 12(4), 403–416.

    Google Scholar 

  • Lin, H.: 1983, ‘A Cultural Look at Physics Students and Physics; An Example of Phenomenological Work in Science Education’, in H. Helms and J. D. Novak (eds.), Proceedings of the International Seminar: Misconceptions in Science and Mathematics, Cornell University, Ithaca, NY, 194–213.

    Google Scholar 

  • Maddock, M. N.: 1981, ‘Science Education: An Anthropological Viewpoint’, Studies in Science Education 8, 1–26.

    Google Scholar 

  • Masakata Ogawa: 1986, ‘Towards a New Rationale of Science Education in a Non-Western Society’, European Journal of Science Education 8(2), 113–119.

    Google Scholar 

  • McDermott, L. C.: 1984, ‘Research in Conceptual Understanding of Mechanics, Physics Today 37, 23–32.

    Google Scholar 

  • McDermott, L. C. & van Zee, E.: 1985, ‘Identifying and Addressing Student Difficulties with Electric Circuits’, in R. Duit et al. (eds.), Aspects of understanding electricity, IPN, Kiel, 39–48.

    Google Scholar 

  • McDermott, L. C. & Shaffer, P.: 1992, ‘Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part I: Investigation of Student Understanding’, American Journal of Physics 60(11), 994–1003.

    Google Scholar 

  • McDonald, M. A. & Rogan, J. M.: 1988, ‘Innovation in South African Science Education (Part I): Science Teaching Observed’, Science Education 72(2), 225–236.

    Google Scholar 

  • McNaught, C.: 1992, ‘Which Science? Which Language?’, paper presented at the Conference: Language, Culture and Science and Technology Education, University of Waikato, New Zealand, 5–8 July 1992.

    Google Scholar 

  • Minstrell, J.: 1982, ‘Explaining the “At Rest” Condition of An Object’, The Physics Teacher 20(1), 10–14.

    Google Scholar 

  • Nersessian, N. J.: 1989, ‘Conceptual Change in Science and in Science Education’, Synthese 80, 163–183.

    Google Scholar 

  • Novak, J. D.: 1988, ‘Learning Science and the Science of Learning’, Studies in Science Education 15, 77–101.

    Google Scholar 

  • Nussbaum, J.: 1983, ‘Classroom Conceptual Change: The Lesson to be Learned from the History of Science’, in H. Helms and J. D. Novak (eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics, Cornell University, Ithaca, NY, 272–281.

    Google Scholar 

  • Nussbaum, J.: 1989, ‘Classroom Conceptual Changes: Philosophical Perspectives’, International Journal of Science Education 11(5), 530–540.

    Google Scholar 

  • Odhiambo, T. R.: 1972, ‘Understanding of Science: the Impact of African Views of Science’, in R. G. Gilbert and M. N. Lovegrove (eds.), Science education in Africa, Heinemann, London.

    Google Scholar 

  • Ogunniyi, M. B.: 1987, ‘Conceptions of Traditional Cosmological Ideas Among Literate and Nonliterate Nigerians’, Journal of Research in Science Teaching 24(2), 107–117.

    Google Scholar 

  • Ogunniyi, M. B.: 1988, ‘Adapting Western Science to Tradition African Culture’, International Journal of Science Education 10(1), 1–9.

    Google Scholar 

  • Okebukola, P. A. & Jegede, O. J.: 1990, ‘Eco-Cultural Influences Upon Students' Concept Attainment in Science’, Journal of Research in Science Teaching 27(7), 661–669.

    Google Scholar 

  • Osborne, R.: 1983, ‘Towards Modifying Children's Ideas about Electric Current’, Research in Science and Technological Education 1(1), 73–82.

    Google Scholar 

  • Osborne, R. & Wittrock, M.: 1983, ‘Learning Science: A Generative Process’, Science Education 67(4), 489–508.

    Google Scholar 

  • Osborne, R. & Freyberg, P.: 1985, Learning in Science: The Implications of Children's Science, Heinemann, Auckland.

    Google Scholar 

  • Osborne, R. & Wittrock, M.: 1985, ‘The Generative Learning Model And Its Implications For Science Education’, Studies in Science Education 12, 59–87.

    Google Scholar 

  • Perkins, D. N. & Simmons, R.: 1988, ‘Patterns of Misunderstanding: An Integrative Model for Science, Math, and Programming’, Review of Educational Research 58(3), 303–326.

    Google Scholar 

  • Pfundt, H. & Duit, R.: 1991, Bibliography: Students' Alternative Frameworks and Science Education, University of Kiel Institute for Science Education (Institut für die Pedagogik der Naturwissenschaften), Kiel, Federal Republik of Germany.

    Google Scholar 

  • Phillips, R. D. & Owens, L.: 1986, ‘The Transfer of Teaching and Classroom Observation Skills Across Cultures: A Case Study From Indonesia’, International Journal of Educational Development 6(4), 223–231.

    Google Scholar 

  • Preece, P. F. W.: 1984, ‘Intuitive Science: Learned or Triggered?’, European Journal of Science Education 6(1), 7–10.

    Google Scholar 

  • Prophet, R.: 1988, ‘Science, Language and Culture’, in G. D. Thijs, H. H. Boer, I. G. Macfarlane and C. J. Stoll (eds.), Learning Difficulties and Teaching Strategies in Secondary School Science and Mathematics, VU University Press, Amsterdam, 131–138.

    Google Scholar 

  • Prophet, B.: 1990, ‘Rhetoric and Reality in Science Curriculum Development in Botswana’, International Journal of Science Education 12(1), 13–23.

    Google Scholar 

  • Ramadas, J. & Driver, R.: 1989, ‘Aspects of Secondary Students' Ideas about Light’, CLISP report, University of Leeds, Leeds.

    Google Scholar 

  • Rice, P.: 1991, ‘Concepts of Health and Illness in Thai Children’, International Journal of Science Education 13(1), 115–127.

    Google Scholar 

  • Rollnick, M.: 1990, ‘The Use of Mother Tongue and English in the Learning and Expression of Science Concepts — A Classroom Based Study’, Proceedings of the SADCC Educational Research Symposium, Gaborone, Botswana, August 8–11, 1989.

  • Ross, K. A. & Sutton, C. R.: 1982, ‘Concept Profiles and the Cultural Context’, European Journal of Science Education 4(3), 311–323.

    Google Scholar 

  • Rutherford, M. & Nkopodi, N.: 1990, ‘A Comparison of the Recognition of Some Science Concept Definitions in English and North Sotho for Second Language English Speakers’, International Journal of Science Education 12(4), 443–456.

    Google Scholar 

  • Saltiel, E. & Malgrange, J. L.: 1980, ‘Spontaneous Ways of Reasoning in Elementary Kinematics’, European Journal of Physics 1, 73–80.

    Google Scholar 

  • Saltiel, E. & Viennot, L.: 1985, ‘What Do We Learn from Similarities between Historical Ideas and the Spontaneous Reasoning of Students?’, in P. L. Lijnse (ed.), The Many Faces of Teaching and Learning Mechanics, GIREP/SVO/UNESCO, Utrecht, 199–214.

    Google Scholar 

  • Shayer, M. & Wylam, H. (1981). ‘The Development of the Concept of Heat and Temperature in 10–13 Years Old’, Journal of Research in Science Teaching 18(5), 419–434.

    Google Scholar 

  • Shipstone, D. M.: 1984, ‘A study of Children's Understanding of Electricity in Simple DC Circuits’, European Journal of Science Education 6(2), 185–198.

    Google Scholar 

  • Shipstone, D. M., Rhöneck, C. von, Jung, W., Kärrqvist, C., Dupin, J. J., Joshua, S. & Licht, P.: 1988, ‘European Test of Student Understanding Electricity’, International Journal of Science Education 10(3), 303–316.

    Google Scholar 

  • Solomon, J.: 1983, ‘Learning about Energy: How Pupils Think in Two Domains’, European Journal of Science Education 5(1), 49–59.

    Google Scholar 

  • Stahl, A.: 1992, ‘The Interference of Traditional Beliefs and Concepts in the Study of Science’, Journal of Science Teacher Education 3(1), 5–10.

    Google Scholar 

  • Stavy, R. & Berkovitz, B.: 1980, ‘Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature’, Science Education 64(5), 679–692.

    Google Scholar 

  • Stead, B. F. & Osborne, R. J.: 1980, ‘Exploring Science Students' Concepts of Light’, The Australian Science Teachers Journal 26(2), 84–90.

    Google Scholar 

  • Steffe, L. P.: 1991, ‘The Constructivist Teaching Experiment: Illustrations and Implications’, in E. von Glasersfeld (ed.), Radical Constructivism in Mathematics Education, Kluwer Academic Publisher, Dordrecht, The Netherlands, 177–94.

    Google Scholar 

  • Steinberg, M. S., Brown, D. E. & Clement, J.: 1990, ‘Genius is Not Immune to Persistent Misconceptions: Conceptual Difficulties Impeding Isaac Newton and Contemporary Physics Students’, International Journal of Science Education 12(3), 265–273.

    Google Scholar 

  • Sternberg, R. J. (ed.): 1982, Chapter ‘Culture and Intelligence’, In R.J. Sternberg (ed.), Handbook of Human Intelligence, Cambridge University Press, Cambridge.

    Google Scholar 

  • Swift, D.: 1992, ‘Indigenous Knowledge in the Service of Science and Technology in Developing Countries’, Studies in Science Education 20, 1–28.

    Google Scholar 

  • Talisayon, V. M.: 1991, ‘ASPEN Cross-Cultural Study on University Students' Alternative Conceptions of Electric Current’, Proceedings of ASPEN Bicentennial Faraday Meeting, Yogyakarta, 30–31 July 1991, 166–172.

  • Thagard, P.: 1992, Conceptual Revolutions, Princeton University Press, Princeton, NJ.

    Google Scholar 

  • Thijs, G. D.: 1984, ‘Science as a Cultural Enterprise: Some Implications for Teaching’, EDUCAFRICA 10, 37–54.

    Google Scholar 

  • Thijs, G. D.: 1987, ‘Conceptions of Force and Movement, Intuitive Ideas of Pupils in Zimbabwe in Comparison with Findings from Other Countries’, in J. D. Novak (ed.), Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, NY, III, 501–513.

    Google Scholar 

  • Thijs, G. D.: 1988, ‘Alternative Conceptions of Force and the Effectiveness of Science Instruction’, Vakgroep Algemene Vorming, AV Report no. 7, Vrije Universiteit, Amsterdam.

    Google Scholar 

  • Thijs, G. D. & Kuiper, J.: 1990, ‘Use of Intuitive Models of Force among Secondary School Students as Found in a Cross-Cultural Study’, in N. Bleichrodt and P. J. Drenth (eds.), Contemporary Issues in Cross-Cultural Psychology, Swets and Zeitlinger, Amsterdam, 309–322.

    Google Scholar 

  • Thijs, G. D.: 1992, ‘Evaluation of an Introductory Course on “Force” Considering Students' Preconceptions’, Science Education 76(2), 155–174.

    Google Scholar 

  • Thijs, G. D., Dekkers, P. & Smith, U.: 1993, ‘Research into the Understanding of the Concept of Force Carried out in Developing Countries in Co-operation with Research in the Netherlands’, paper presented at the International Conference ‘Science Education in Developing Countries: from Theory to Practice’. Jerusalem, Israel, 3–8 January 1993.

  • Thijs, G. D. & Bosch, G. M.: 1994, ‘Cognitive Effects of Science Experiments Focusing on Students' Preconceptions of Force: A Comparison of Demonstrations and Small Group Practicals’, accepted for publication in International Journal of Science Education.

  • UNESCO: 1982, Final Report World Conference on Cultural Policies, Mexico, 26 July-6 August, 1982, UNESCO, Paris

  • Valerie Curran, H.: 1980, ‘Cross-Cultural Perspectives on Cognition’, in G. Claxton (ed.), Cognitive psychology, new directions, Routledge & Kegan Paul, London, 300–334.

    Google Scholar 

  • Vosniadou, S. & Brewer, W. F.: 1987, ‘Theories of Knowledge Restructuring in Development’, Review of Educational Research 57(1), 51–67.

    Google Scholar 

  • Wandersee, J. H., Mintzes, J. J. & Novak, J. D.: 1994, ‘Research on Alternative Conceptions in Science’, in D. L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, a Project of the National Science Teachers Association, Macmillan Publishing Company, New York, 177–210.

    Google Scholar 

  • Watts, D. M.: 1983, ‘A Study of School Children's Alternative Frameworks of the Concept of Force’, European Journal of Science Education 5, 217–230.

    Google Scholar 

  • Whitaker, R. J.: 1983, ‘Aristotle is Not Dead: Student Understanding of Trajectory Motion’, American Journal of Physics 51(4), 352–357.

    Google Scholar 

  • Whorf, B. L.: 1956, Language, Thought and Reality. Wiley, New York, NY.

    Google Scholar 

  • Wilson, B.: 1981, Cultural Contexts of Science and Mathematics Education, Centre for Studies in Science Education, Leeds.

    Google Scholar 

  • Wiser, M. and Carey, S.: 1983, ‘When Heat and Temperature Were One’, in D. Gentner and A. Stevens (eds.), Mental Models, Lawrence Erlbaum, Hillsdale, NJ, 267–297.

    Google Scholar 

  • Wolff, P. F. J., Katu, N. & Dulfer, G. H.: 1988, ‘Conceptions of Force and Motion of Science Teacher Training Students in Indonesia Compared with Findings from Other Countries’, Report Centre for Development Cooperation Services, Vrije Universiteit, Amsterdam.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Physics and Astronomy, and Centre for Development Co-operation Services, Vrije Universiteit, Amsterdam, The Netherlands

    Gerard D. Thijs & Ed Van Den Berg

Authors
  1. Gerard D. Thijs
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ed Van Den Berg
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Thijs, G.D., Van Den Berg, E. Cultural factors in the origin and remediation of alternative conceptions in physics. Sci Educ 4, 317–347 (1995). https://doi.org/10.1007/BF00487756

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00487756

Keywords

Search

Navigation