Instrument evaluates physics students' initial beliefs and knowledge, revealing limited instructional impact on performance.
An instrument to assess the basic knowledge state of students taking a first course in physics has been designed and validated. Measurements with the instrument show that the student’s initial qualitative, common sense beliefs about motion and causes has a large effect on performance in physics, but conventional instruction induces only a small change in those beliefs.
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Halloun et al. (1985) studied this question.
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