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In Physics Education, Perception Matters
Author(s) -
Sattizahn Jason R.,
Lyons Daniel J.,
Kontra Carly,
Fischer Susan M.,
Beilock Sian L.
Publication year - 2015
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12085
Subject(s) - cog , perception , object (grammar) , center of gravity , mathematics education , domain (mathematical analysis) , cognitive science , concept learning , computer science , psychology , cognitive psychology , epistemology , artificial intelligence , mathematics , philosophy , mathematical analysis , management , economics
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity ( CoG ), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics ( STEM ) teaching methods.