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Responses of University Students Confronted with a Sustained Anomalous Situation with a Dynamic Balance
New Phys.: Sae Mulli 2018; 68: 62~70
Published online January 31, 2018;
© 2018 New Physics: Sae Mulli.

Junho AN, Hyukjoon CHOI*

Department of Physics Education, Korea National University of Education, Cheongju 28173, Korea
Correspondence to:
Received September 1, 2017; Revised October 31, 2017; Accepted November 24, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to examine the characteristics of the responses from students confronted with a sustained anomalous situation. For this purpose, we made a questionnaire that would lead students to a sustained anomalous situation related with the concept of the mechanical balance and investigated the responses of 20 university students' to the situation. The results of this study show that the students exhibited five types of responses to anomalous data: denial, abeyance, choice, critical embrace, and non-critical embrace. Furthermore, the response types that the students exhibited when confronted with a sustained anomalous situation could be divided into four types: maintained, returned, changeable, and compromised. Most of the students' responses to the anomalous situation were determined with no rational basis or reason. Moreover, students with low confidence in their own initial expectations tended to change their expectations more easily in anomalous situations to accept evidence that confirmed their ideas more easily than evidence that refuted their ideas. 
PACS numbers: 01.40.Fk, 01.40.Ha
Keywords: Anomalous situation, Anomalous data, Responses type, Dynamic balance

May 2018, 68 (5)
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