A structural equation model of conceptual change in physics

by Gita Taasoobshirazi, Gale M. Sinatra
Journal of Research in Science Teaching ()
Get full text at journal


A model of conceptual change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre-to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. ß

Cite this document (BETA)

Readership Statistics

35 Readers on Mendeley
by Discipline
54% Social Sciences
14% Physics and Astronomy
14% Psychology
by Academic Status
49% Student > Ph. D. Student
14% Student > Doctoral Student
11% Researcher
by Country
11% United States
3% Bangladesh

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in