Theorizing and measuring affect in Mathematics teaching and learning
Insights from the 25th International Conference on Mathematical Views
Curatori: Chiara Andrà, Domenico Brunetto, Francesca Martignone
Cap. 21: Misconceptions in Physics at Politecnico di Milano: preliminary results
Autori: Matteo Bozzi, Patrizia Ghislandi, Maurizio Zani
Springer (2020) – 211-216 di 262 pag.
Isbn 978-3-030-50525-7 – doi 10.1007/978-3-030-50526-4_21
Constructivist science education research has pointed out that university learners do not start with a clean slate on the physical world (Hammer 2000). Indeed, students who begin their academic career in a scientific programme, like engineering, science, chemistry and biology, may generally reveal some erroneous viewpoints and incorrect interpretative schemas of a broad spectrum of Physics topics (Bozzi et al. 2019; Planinic et al. 2006). These are, broadly speaking, related to intuitive thinking in sciences. Dewey (1938) states that intuitions are not “part of the theories of logical forms” (p.103). Intuition is a form of thinking that provides the learner with a sense of certainty (Fischbein 1987): it is perceived as global (rather than analytical), coercive and self-evident. Sometimes intuitions from everyday experience contrast with mathematical knowledge and can impede learning. Andrà and Santi (2013) underline that intuitions are a way of establishing a relationship between the learning subject and the object of knowledge, they are a mode of existence of the consciousness which intertwines with perception, sensorimotor activity, emotions and scientific generalisation. […]