| Three experiments investigated the hypothesis that linking intuitive physics knowledge with symbolic, formula-based knowledge would improve understanding on intuitive physics tasks. Experiment 1 compared two rule assessment methodologies that have been used for assessing cognitive structure in intuitive physics: Siegler's choice method and Anderson's functional measurement methodology. The results provided evidence that functional measurement is a more accurate and flexible methodology for assessing cognitive structure. Experiment 2 tested an instructional method that linked intuitive knowledge, as assessed by functional measurement, with symbolic knowledge of algebraic formulas. This method improved subjects' intuitive physics judgments somewhat more than a control method. A misconception was also identified: Many subjects believed that a ball rolled off a low table travels farther than a ball rolled off a high table. Females showed this misconception more than males. Experiment 3 showed that this misconception can be changed if the subject considers both the misconception and the correct conception, and the subject watches a demonstration of a rolling ball. The results of these experiments suggest that intuitive physics knowledge can be taken into account in instruction. Linking intuitive and symbolic knowledge shows promise for improving students' physics understanding. |
