Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics

• 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. 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Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

NATURVETENSKAP  -- Fysik (hsv//swe)

NATURAL SCIENCES  -- Physical Sciences (hsv//eng)

NATURVETENSKAP  -- Fysik -- Annan fysik (hsv//swe)

NATURAL SCIENCES  -- Physical Sciences -- Other Physics Topics (hsv//eng)

Nyckelord

Transient learning challenges

representations

electric potential

electric potential energy

the Variation Theory of Learning

Science Education

Naturvetenskap med utbildningsvetenskaplig inriktning

Fysik

Physics

Pedagogik och Utbildningsvetenskap

Pedagogics and Educational Sciences

Fysik med inriktning mot fysikens didaktik

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)