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| 2. |
- Eriksson, Moa, et al.
(author)
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Towards understanding learning challenges involving sign conventions in introductory level kinematics
- 2018
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In: Physics Education Research Conference Proceedings 2018. - Washington, DC : the Physics Education Research Topical Group (PERTG) and the American Association of Physics Teachers (AAPT).
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Conference paper (peer-reviewed)abstract
- Coming to appropriately appreciate the meaning of algebraic signs is an important aspect in introductorykinematics. However, in this educational context, the “disciplinary relevant aspects” of algebraic signs acrossvector and scalar representations are extremely difficult to discern. Our study explores the “relevancestructure” that one-dimensional kinematics problems evoked for introductory level university physicsstudents across two very different educational systems which have, in PER terms, progressive teachingenvironments: Sweden (n=60) and South Africa (n=24). The outcomes of two previous PER studies are usedto provide the analytic basis for formulating categories of relevance structure. Aspects of a contemporaryPER-developed social semiotics perspective (referred to here in terms of communication practices) are usedto discuss implications for teaching in the given educational context of introductory kinematics.
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| 3. |
- Fredlund, Tobias, et al.
(author)
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Exploring the role of physics representations : an illustrative example from students sharing knowledge about refraction
- 2012
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In: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 33:3, s. 657-666
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Journal article (peer-reviewed)abstract
- Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.
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| 4. |
- Fredlund, Tobias, et al.
(author)
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Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
- 2015
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In: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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Journal article (peer-reviewed)abstract
- In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.References:Bowden J and Marton F 1998 The University of Learning: Beyond Quality and Competence in Higher Education (London: Kogan Page)Chen Z and Gladding G 2014 How to make a good animation: a grounded cognition model of how visual representation design affects the construction of abstract physics knowledge Phys. Rev. ST— Phys. Educ. Res. 10 010111Coppens P, De Cock M and Kautz C 2012 Student understanding of filters in analog electronics lab courses Proc. 40th Ann. Proc. SEFI Conf. (Thessaloniki, Greece)Cummings K 2011 A developmental history of physics education research The Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research (http://sites.nationalacademies.org/xpedio/groups/dbassesite/documents/webpage/ dbasse_072580.pdf)Domert D, Linder C and Ingerman Å 2005 Probability as a conceptual hurdle to understanding one- dimensional quantum scattering and tunnelling Eur. J. Phys. 26 47–59Driver R and Erickson G 1983 Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science Stud. Sci. Educ. 10 37–60Fraser J M, Timan A L, Miller K, Dowd J E, Tucker L and Mazur E 2014 Teaching and physics education research: bridging the gap Rep. Prog. Phys. 77 1–17Fredlund, T, Airey, J and Linder, C (2012) Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys. 33, 657–66Fredlund, T, Airey, J and Linder, C (2015) Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. Eur. J. Phys. 36, 055001Hammer D 2000 Student resources for learning introductory physics Phys. Educ. Res., Am. J. Phys. Suppl. 68 52–9Helm H and Novak J D (ed) 1983 Proc. Int. Seminar on Misconceptions in Science and Mathematics (Ithaca, NY: Department of Education, Cornell University)Heron P R L and Hazelton R 2013 Interpreting students’ errors: examples from electrostatics Proc. ESERA 2013 (Nicosia, Cyprus) pp 82–9Ingerman Å, Berge M and Booth S 2009a Physics group work in a phenomenographic perspective— learning dynamics as the experience of variation and relevance Eur. J. Eng. Educ. 34 349–58Ingerman Å, Linder C and Marshall D 2009b The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions Instr. Sci. 37 273–92Khan Academy 2014 Electric potential at a point in space (www.khanacademy.org/test-prep/mcat/ physical-processes/electrostatics-1/v/electric-potential-at-a-point-in-space)Knight R D 2002 Five Easy Lessons: Strategies for Successful Physics Teaching (San Fransisco: Addison-Wesley)Marton F 2015 Necessary Conditions of Learning (New York: Routledge)Marton F and Booth S 1997 Learning and Awareness (Mahwah: Lawrence Erlbaum Associates)Marton F and Pang M F 2006 On some necessary conditions of learning J. Learn. Sci. 15 193–220Marton F and Tsui A B M 2004 Classroom Discourse and the Space of Learning (Mahwah: Lawrence Erlbaum Associates)McDermott L C 1991 Millikan lecture 1990: what we teach and what is learned–closing the gap Am. J. Phys. 59 301–15McDermott L C and Redish E F 1999 Resource letter PER-1: physics education research Am. J. Phys. 67 755–67McDermott L C and Shaffer P S 2002 Tutorials in Introductory Physics 1st edn (Upper Saddle River, NJ: Prentice-Hall)Nordling C and Österman J 2006 Physics Handbook: for Science and Engineering (Lund: Studentlitteratur)Planinic M 2006 Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism Am. J. Phys. 74 1143–8Prather E E, Rudolph A L, Brissenden G and Schlingman W M 2009 A national study assessing the teaching and learning of introductory astronomy: I. The effect of interactive instruction Am. J. Phys. 77 320–30Reif F 2008 Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains (Cambridge: MIT Press)Reif F and Larkin J H 1991 Cognition in scientific and everyday domains: comparison and learning implications J. Res. Sci. Teach. 28 733–60Roth W-M and McGinn M K 1998 Inscriptions: toward a theory of representing as social practice Rev. Educ. Res. 68 35–59Sayre E C and Heckler A F 2009 Peaks and decays of student knowledge in an introductory E&M course Phys. Rev. ST—Phys. Educ. Res. 5 013101Tao P-K and Gunstone R F 1999 The process of conceptual change in force and motion during computer-supported physics instruction J. Res. Sci. Teach. 36 859–82Tuminaro J and Redish E F 2007 Elements of a cognitive model of physics problem solving: epistemic games Phys. Rev. ST—Phys. Educ. Res. 3 020201Viennot L 2001 Reasoning in Physics: the Part of Common Sense (Dordrecht: Kluwer Publishers) Young H D and Freedman R A 2004 University Physics with Modern Physics (San Francisco: Pearson)
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| 5. |
- Linder, Cedric, 1954-, et al.
(author)
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Relationship between semiotic representations and student performance in the context of refraction
- 2024
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In: Physical Review Physics Education Research. - : American Physical Society. - 2469-9896. ; 20:1
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Journal article (peer-reviewed)abstract
- Social semiotic discussions about the role played by representations in effective teaching and learning in areas such as physics have led to theoretical proposals that have a strong common thread: in order to acquire an appropriate understanding of a particular object of learning, access to the disciplinary relevance aspects in the representations used calls for the attainment of representational competence across a particular critical constellation of systematically used semiotic resources (which are referred to as modes, see more on this later). However, an affirming empirical investigation into the relationship between a particular object of learning and different representational formulations, particularly with large numbers of students, is missing in the literature, especially in the context of university -level physics education. To start to address, this research shortfall the positioning for this article is that such studies need to embrace the complexities of student thinking and application of knowledge. To achieve this, both factor and network analyses were used. Even though both approaches are grounded in different frameworks, for the task at hand, both approaches are useful for analyzing clustering dynamics within the responses of a large number of participants. Both also facilitate an exploration of how such clusters may relate to the semiotic resource formulation of a representation. The data were obtained from a questionnaire given to 1368 students drawn from 12 universities across 7 countries. The questionnaire deals with the refraction of light in introductorylevel physics and involves asking students to give their best prediction of the relative visual positioning of images and objects in different semiotically constituted situations. The results of both approaches revealed no one-to-one relationship between a particular representational formulation and a particular cluster of student responses. The factor analysis used correct answer responses to reveal clusters that brought to the fore three different complexity levels in relation to representation formulation. The network analysis used all responses (correct and incorrect) to reveal three structural patterns. What is evident from the results of both analyses is that they confirm two broad conclusions that have emerged from social semiotic explorations dealing with representations in relation to attempting to optimize teaching and learning. The first, which is linked to a facilitating -awareness perspective, is that any given disciplinary visual representation can be expected to evoke a dispersed set of knowledge structures, which is referred to as their relevance structure. Thus, the network analysis results can be seen as presenting a unique starting point for studies aiming to identify such relevance structure. The second broad conclusion is that disciplinary visual representation can and often does contain more disciplinary -relevant aspects than what may be directly visible in a given representation. These are referred to as the appresent aspects that need to become part of the total awareness needed by someone to constitute an intended meaning. The results of the factor analysis can then also be seen to be a way of capturing all the disciplinary -relevant aspects (both present and appresent). Educational implications are discussed.
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| 6. |
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| 7. |
- Volkwyn, Trevor S., 1969-, et al.
(author)
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Learning to use Cartesian coordinate systems to solve physics problems : the case of 'movability'
- 2020
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In: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:4
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Journal article (peer-reviewed)abstract
- In this paper, we show that introductory physics students may initially conceptualise Cartesian coordinate systems as being fixed in a standard orientation. Giving consideration to the role that experiences of variation play in learning, we also present an example of how this learning challenge can be effectively addressed. Using a fine-grained analytical description, we show how students can quickly come to appreciate coordinate system movability. This was done by engaging students in a conceptual learning task that involved them working with a movable magnetometer with a printed-on set of coordinate axes to determine the direction of a constant field (Earth's magnetic field).
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| 8. |
- Eriksson, Urban, et al.
(author)
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Who needs 3D when the Universe is flat?
- 2012
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In: Gordon Research Conference Astronomy's Discoveries and Physics Education, June 17-22, 2012. - Waterville : Colby Collage.
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Conference paper (peer-reviewed)
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| 9. |
- Linder, Cedric, et al.
(author)
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The overlooked challenge of learning to extrapolate three-dimensionality
- 2013
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In: Book of Abstracts. - : Charles University.
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Conference paper (peer-reviewed)abstract
- Learning astronomy has many learning challenges due to the highly diverse, conceptual, and theoretical thinking used in the discipline. One taken for granted challenge is the learning to extrapolate three-dimensionality. Although we have the ability to see our surroundings in threedimensional terms, beyond a distance of about 200m this ability quickly becomes very limited. So, when looking up at the night sky, learning to discern critical features that are embedded in dimensionality does not come easily. There have been several articles addressing how fruitful 3D simulations are for astronomy education, but they do not address what students discern, nor the nature of that discernment. Taking the concept of discernment to be about noticing something and assigning meaning to it, our research question is: In terms of dimensionality, what do astronomy/physics students and professors discern when engaging with a simulated video flythrough of our Galaxy and beyond?A web-based questionnaire was designed using links to video clips drawn from a well-regarded simulation-video of travel through our galaxy and beyond. 137 physics and astronomy university students and teaching professors, who were drawn from nine countries, completed the questionnaire. The descriptions provided by them were used to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that astronomy learning that aims at developing the ability to extrapolate three-dimensionality needs to be grounded in the creation of meaningful motion parallax experiences. Teaching and learning implications are discussed.
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| 10. |
- Airey, John, et al.
(author)
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A Disciplinary Discourse Perspective on University Science Learning : Achieving fluency in a critical constellation of modes
- 2008
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In: Journal of Research in Science Teaching. - : Wiley. - 0022-4308 .- 1098-2736. ; 46:1, s. 27-49
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Journal article (peer-reviewed)abstract
- In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.
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