tailieunhanh - Students' affordance of teleologic explanations and antrhropomorphic language in eliciting concepts in physics

This study ascertains that the students’ afordance of teleologic explanatons and anthropomorphic language in elicitng concepts in Physics is infuenced by their age and learning exposure and experience. Using ExplicatveReductve Method of Descriptve Research, this study focused on the determinants of students’ afordance of teleologic-anthropomorphic reasoning to select concepts in Physics: Kinematcs, Dynamics, Statcs and Introducton to Thermodynamics. | Journal of Technology and Science Education STUDENTS’ AFFORDANCE OF TELEOLOGIC EXPLANATIONS AND ANTHROPOMORPHIC LANGUAGE IN ELICITING CONCEPTS IN PHYSICS Romiro G. Bautsta Cagayan Valley Computer and Informaton Technology College, Inc. Philippines Received September 2014 Accepted January 2015 Abstract This study ascertains that the students’ afordance of teleologic explanatons and anthropomorphic language in elicitng concepts in Physics is infuenced by their age and learning exposure and experience. Using ExplicatveReductve Method of Descriptve Research, this study focused on the determinants of students’ afordance of teleologic-anthropomorphic reasoning to select concepts in Physics: Kinematcs, Dynamics, Statcs and Introducton to Thermodynamics. It was found out that the respondents had intermitently commited teleologic-anthropomorphic languages across age and nature of their secondary educaton. Furthermore, teleologic-anthropomorphic languages were found correctble by classroom interventons as indicated by the test results on age and curricular exposure. Keywords – Teleologic Explanaton, Anthropomorphic Language, Pedagogical Interventon, Physics Concepts. ---------- 1 INTRODUCTION Learning, which takes place in a non-interventonists environment, is an actve process which is dynamically preceded by understanding and further analysis and investgaton. Knowledge and understanding taken from an array of sources, . teachers, reading materials, educatonal flms, learning peers, cultural and traditonal beliefs and daily experiences, are re-processed into new forms of informaton that refocuses the belief and understanding of a learner. Understood in a new sense of cognitve structures, these a-priori knowledge and understanding are taken as imperatve informaton from a merely teleologic-anthropomorphic reasoning to a conceptual meaning. Descriptve analogies were less prone to elicit tenacious misconceptons than teleological analogies (Taber .