Using Bridging Analogies and Anchoring Instutions to Deal with Students' Precenceptions in Physics - John Clement

In this article was mentioned preconceptions, misconceptions and alternative conceptions which clement previously had worked related to analogies and anchoring. Here ,Clement didn’t prefer use misconceptions due to ıt make worthless and unimprovable naive student’s ideas. He used alternative conception in place of misconception. Aim of this studying change students’ alternative conceptions in three areas of mechanics ( static normal forces , frictional forces and Newton’s third law for moving object). This situation trying to be provided with bridging analogy. Bridging analogy divides into two parts thing demanded express. In this way obtained that students easily understand concepts. Anchor model look liked target state presented and then presented bridging case enabled transtion from anchor to target state. Thanks to bridging case method , students is learned together with reason desired concepts taugh. These stages don’t explain to students at first. In first figure showing students, ın second students discuss over this figure , ın third teacher explain this figure, ın fourth teacher in order show other parts in connection with figure and thus process continues. Teacher showing also microscopic model for amore detailed understanding of the phenomenon .  At the end of the lesson  is given other examples of this concept. In this way , three different concepts transfer students .  The experimental group consisted of 150 students and control group contained 55 students. According  to the results , the experimental group than the control groupshow a significant difference related to gains.

What could be the reason for alternative conceptions formed by students ?  ıs this situation stem from teacher ?  what could be done to eliminate these causes?

How could we implement other issues this bridging analogies applied in three field of mechanics?