Conceptual framework based instruction for promoting knowledge integration in learning momentum

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.

Figure 1

Conceptual framework of momentum. Solid arrows represent reasoning pathways of experts while dashed lines represent the direct links between contextual features and the task outcomes that novices often make.

Figure 2

An example problem used in lesson 3 to introduce momentum conservation.

Figure 3

A practice problem used in lesson 5 in both the control and intervention groups.

Figure 4

Pre-post scores of the test and concept dimensions.

Figure 5

Pre-post transitions of students in the control and intervention group at each knowledge integration level. The percentages show student distributions at pretest and post-test. The fraction numbers represent the transition probability between pre-post knowledge integration levels. Students’ knowledge integration levels were categorized based on the total score division of 0.0-0.35-0.85-1.0 for novice-intermediate-expert levels determined in the previous study [22].