20 research outputs found
Using resource graphs to represent conceptual change
We introduce resource graphs, a representation of linked ideas used when
reasoning about specific contexts in physics. Our model is consistent with
previous descriptions of resources and coordination classes. It can represent
mesoscopic scales that are neither knowledge-in-pieces or large-scale concepts.
We use resource graphs to describe several forms of conceptual change:
incremental, cascade, wholesale, and dual construction. For each, we give
evidence from the physics education research literature to show examples of
each form of conceptual change. Where possible, we compare our representation
to models used by other researchers. Building on our representation, we
introduce a new form of conceptual change, differentiation, and suggest several
experimental studies that would help understand the differences between
reform-based curricula.Comment: 27 pages, 14 figures, no tables. Submitted for publication to the
Physical Review Special Topics Physics Education Research on March 8, 200
Students' Models of Newton's Second Law in Mechanics and Electromagnetism
We investigated students' use of Newton's second law in mechanics and
electromagnetism contexts by interviewing students in a two-semester
calculus-based physics course. We observed that students' responses are
consistent with three mental models. These models appeard in mechanics contexts
and were transferred to electromagnetism contexts. We developed an inventory to
help instructors identify these models and direct students towards the correct
one.Comment: 15 pages, 3 figues and 4 table
Identifying students’ mental models of sound propagation: the role of conceptual blending in understanding conceptual change
We investigated introductory physics students’ mental models of sound propagation. We used a phenomenographic method to analyze the data in the study. In addition to the scientifically accepted Wave model, students used the “Entity” model to describe the propagation of sound. In this latter model sound is a self-standing entity, different from the medium through which it propagates. All other observed alternative models contain
elements of both Entity and Wave models, but at the same time are distinct from each of the constituent models. We called these models “hybrid” or “blend” models. We discuss how students use these models in various contexts before and after instruction and how our findings contribute to the understanding of conceptual change. Implications of our findings for teaching are summarized