AN EXAMINATION OF THE EFFECTIVENESS OF THE SOCRATIC DIALOGUE AS A TOOL TO PROMOTE CONCEPTUAL CHANGE AND OVERCOME MISCONCEPTIONS IN MECHANICS

The existence of misconceptions in mechanics is widely documented. A possible tool to overcome misconceptions, particularly in the area of force and motion, is the Socratic method of questioning. In the first instance a critical review of the relevant literature was made. Subsequently an appropriate methodology was applied. Interview templates, containing concept and parallel questions and predicted responses, were designed covering frequently misunderstood areas of force and motion. Structured interviews were conducted, using these templates, with A-level mechanics and technology undergraduate students. An analysis of the interview transcripts revealed common misconceptions, but more importantly indicated critical moments, the point where a student realises that their apparent understanding is flawed, prior to conceptual change. The research demonstrates that the Socratic method is highly effective in dispelling misconceptions and promoting conceptual change in the mind of the mechanics student on a one-to-one basis. This project also aims to give insight into ways that can better equip the classroom mechanics teacher to deal with student misconceptions. The implied result is that through consistent application of the Socratic method, the teacher can expect the student to develop an understanding of Newtonian Mechanics