“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning

Rosebery, Ann S.; Ogonowski, Mark; DiSchino, Mary; Warren, Beth

doi:10.1080/10508406.2010.491752

Cited by 223 publications

(190 citation statements)

References 45 publications

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“…These models should be appropriate for the particular age group in focus, and robust enough to provide productive "stepping-stones" for students' learning progression. An example in case is the use of a simple heat-flow model in order to introduce the idea that heat flows from objects of higher temperature to objects of lower temperature (Linn and Eylon 2011;Arnold and Millar 1996;Rosebery et al 2010). Such a model may help students disambiguate heat and temperature, and relate these concepts to their own experiences.…”

Section: Taking On the Heat -A Narrative Account Of How Infrared Camementioning

confidence: 99%

“…Rosebery et al 2010;Linn and Eylon 2011;Arnold and Millar 1996), according to which heat or energy flows spontaneously from an object of higher temperature to an object of lower temperature, with which it is in thermal contact. The model was demonstrated with an animation, and by projecting the screen of a real-time IR camera display while heat flowed from a metal object at room temperature to a metal object that had just been taken out of the freezer.…”

Section: Context Of the Investigationmentioning

confidence: 99%

“…What they expressed reveals that they have adopted the taught heat-flow model (Tiberghien 1985;Linn and Eylon 2011;Arnold and Millar 1996;Rosebery et al 2010), where heat is seen as flowing from warmer to colder objects. The model may have helped them to engage central concepts such as heat conduction, insulation and temperature, in understanding heating and cooling processes.…”

Section: Revisiting the Research Questionsmentioning

confidence: 99%

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Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

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Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

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Section: Taking On the Heat -A Narrative Account Of How Infrared Camementioning

confidence: 99%

Section: Context Of the Investigationmentioning

confidence: 99%

Section: Revisiting the Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

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As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

show abstract

“…It has produced an abundance of research delineating specific misconceptions (see, for example, compilations by Duit and Driver [22,23,49]), a host of curricula that aim to address common misunderstandings (e.g., [50,51]), and a cohort of instructors whose learning goals are shaped by the stances and assumptions of this theory of knowledge. The instructional impact of resources research has been less pronounced at the large scale, despite its potential to enhance students' conceptual understanding [52][53][54][55][56][57][58][59][60], provide opportunities for students to engage in disciplinary practices [31,39,45,[61][62][63], promote learner agency [63][64][65][66][67], and foster more equitable participation [65,[68][69][70][71][72][73]. We suspect there are (at least) two reasons that resources theory has not recognized its potential impact:…”

Section: Introductionmentioning

confidence: 99%

University student conceptual resources for understanding energy

Sabo

Goodhew

Robertson

2016

Phys. Rev. Phys. Educ. Res.

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We report some of the common, prevalent conceptual resources that students used to reason about energy, based on our analysis of written responses to questions given to 807 introductory physics students. These resources include, for example, associating forms of energy with indicators, relating forces and energy, and representing energy quantitatively. This research responds to a need for large-scale, resourcesoriented research on students' conceptual understanding and has the potential to support the development of an underexplored dimension of pedagogical content knowledge-knowledge of student resources for understanding energy. Our aim is to promote instructor take-up of the resources theory of knowledge, and we suggest a number of ways in which instructors might capitalize on the resources we report.

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“…[36,37] As these Page 26.397.14 courses relocate agency, they also reposition student's histories, families, communities, and cultural practices as sources of assets rather than deficits. [36,38] What this means is that students' cultural backgrounds are brought into, rather than excluded from, the classroom. The resulting heterogeneity is leveraged as a resource for all students, leading to opportunities for understandings that include, but go beyond, those which are privileged in traditional classrooms.…”

Section: Resultsmentioning

confidence: 99%

Constructing “Calculus Readiness”: Struggling for Legitimacy in a Diversity-Promoting Undergraduate Engineering Program

O’Connor¹,

Peck²,

Cafarella³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Kevin O'Connor is assistant professor of educational psychology. His scholarship focuses on human action, communication, and learning as socioculturally organized phenomena. One major strand of research has explored the varied trajectories taken by students as they attempt to enter professional disciplines such as engineering, and focuses on the dilemmas encountered by students as they move through these institutionalized trajectories. Another strand of research has explored community organizing efforts that aim to construct new trajectories into valued futures for youth, especially those of nondominant communities.

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“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning

Cited by 223 publications

References 45 publications

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

University student conceptual resources for understanding energy

Constructing “Calculus Readiness”: Struggling for Legitimacy in a Diversity-Promoting Undergraduate Engineering Program

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