83 research outputs found
A Theoretical Framework for Physics Education Research: Modeling Student Thinking
Education is a goal-oriented field. But if we want to treat education
scientifically so we can accumulate, evaluate, and refine what we learn, then
we must develop a theoretical framework that is strongly rooted in objective
observations and through which different theoretical models of student thinking
can be compared. Much that is known in the behavioral sciences is robust and
observationally based. In this paper, I draw from a variety of fields ranging
from neuroscience to sociolinguistics to propose an over-arching theoretical
framework that allows us to both make sense of what we see in the classroom and
to compare a variety of specific theoretical approaches. My synthesis is
organized around an analysis of the individual's cognition and how it interacts
with the environment. This leads to a two level system, a knowledge-structure
level where associational patterns dominate, and a control-structure level
where one can describe expectations and epistemology. For each level, I sketch
some plausible starting models for student thinking and learning in physics and
give examples of how a theoretical orientation can affect instruction and
research.Comment: 63 pages, Varenna school lecture
Using math in physics: 5. Functional dependence
When students are learning to use math in physics, one of the most important
ideas they need to learn is that equations are not just calculational tools;
they represent relationships between physical variables that change together
(covary). How much a change in one variable or parameter is associated with a
change in another depends on how they appear in the equation: their functional
dependence. Understanding this sort of relationship is rarely taught in
introductory mathematics classes, and students who have not yet learned to
blend conceptual ideas with mathematical symbols may not see the relevance and
power of this idea. We need to explicitly teach functional dependence as part
of our effort to help students to learn to use math productively in science.Comment: 5 pages, 4 figure
Introducing students to the culture of physics: Explicating elements of the hidden curriculum
When we teach physics to prospective scientists and engineers we are teaching
more than the "facts" of physics - more, even, than the methods and concepts of
physics. We are introducing them to a complex culture - a mode of thinking and
the cultural code of behavior of a community of practicing scientists. This
culture has components that are often part of our hidden curriculum:
epistemology - how we decide that we know something; ontology - how we parse
the observable world into categories, objects, and concepts; and discourse -
how we hold a conversation in order to generate new knowledge and
understanding. Underlying all of this is intuition - a culturally created sense
of meaning. To explicitly identify teach our hidden curriculum we must pay
attention to students' intuition and perception of physics, not just to their
reasoning.Comment: 4 pages, Physics Education Research Conference 2010 Plenary tal
Using math in physics -- 1. Dimensional analysis
Making meaning with math in physics requires blending physical conceptual
knowledge with mathematical symbology. Students in introductory physics classes
often struggle with this, but it is an essential component of learning how to
think with math. Teaching dimensional analysis (DA). figuring out what
measurements were combined to create a symbolic quantity, is a valuable first
step in helping them learn to appreciate this difference. In this paper I
discuss some of the issues associated with learning dimensional analysis and
show some ways we can modify our instruction to help. This paper is one of a
series on how to help students develop the scientific thinking skills required
for learning to use math in science.Comment: 5 pages, 3 figure
Problem Solving and the Use of Math in Physics Courses
Mathematics is an essential element of physics problem solving, but experts
often fail to appreciate exactly how they use it. Math may be the language of
science, but math-in-physics is a distinct dialect of that language. Physicists
tend to blend conceptual physics with mathematical symbolism in a way that
profoundly affects the way equations are used and interpreted. Research with
university physics students in classes from algebra-based introductory physics
indicates that the gap between what students think they are supposed to be
doing and what their instructors expect them to do can cause severe problems.Comment: Invited talk presented at the conference, World View on Physics
Education in 2005: Focusing on Change, Delhi, August 21-26, 2005. To be
published in the proceeding
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