CONCEPTUAL COMPETITION IN PHYSICS LEARNING

Physics learning is often conceptualized as involving either progress from absence to presence of relevant physics concepts or progress from naive theories to theories consistent with physics principles. Although these views present a simple before-and-after depiction, neither of them may accurately describe understanding during the prolonged period during which competence is being acquired. For years after encountering physics concepts, students may possess not a single coherent understanding but rather a variety of alternative understandings that coexist and compete with one another. The study reported in this paper indicates that both science majors and non-majors bring to bear a variety of understandings in solving kinetic energy and momentum problems. This was evident within, as well as between students and among students who had taken many physics courses, as well as among students who had taken only one or two. Explicit mention within the problem of the relevant physics concept was found to influence considerably students' choices of approaches for representing and solving problems. Implications of the results for instruction and knowledge evaluation are considered.