Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts

For over 30 years, researchers have investigated students’ ideas about energy with the intent of reforming instructional practice. In this pursuit, Watts contributed an influential study with his 1983 paper “Some alternative views of energy” [Phys. Educ. 18, 213 (1983)]. Watts’ “alternative frameworks” continue to be used for categorizing students’ non-normative ideas about energy. Using a resources framework, we propose an alternate analysis of student responses from Watts’ interviews. In our analysis, we show how students’ activated resources about energy are disciplinarily productive. We suggest that fostering seeds of scientific understandings in students’ ideas about energy may play an important role in their development of scientific literacy

Mathematical Tutorials in Introductory Physics

Students in introductory calculus-based physics not only have difficulty understanding the fundamental physical concepts, they often have difficulty relating those concepts to the mathematics they have learned in math courses. This produces a barrier to their robust use of concepts in complex problem solving. As a part of the Activity-Based Physics project, we are carrying out research on these difficulties and are developing instructional materials in the tutorial framework developed at the University of Washington by Lillian C. McDermott and her collaborators. In this paper, we present a discussion of student difficulties and the development of a mathematical tutorial on the subject of pulses moving on strings.Comment: 8 pages, 2 figures, 1 table, 12 references and note

Students Talk about Energy in Project- Based Inquiry Science

We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum

Aufgabenadäquates Rechnen bei Dezimalbrüchen oder Warum vermeintlich einfache Aufgaben so fehlerträchtig sind

In diesem Beitrag werden in Bezug auf das flexible Rechnen mit Dezimalbrüchen zwei Aspekte beschrieben: Einerseits typische Fehler von Schülerinnen und Schülern, die auf ein nicht aufgabenadäquates Arbeiten hindeuten, und andererseits Ansätze zur Entwicklung von Aufgaben, die das flexible Rechnen mit Dezimalbrüchen fördern können