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

Fredlund, Tobias; Linder, Cedric; Airey, John

doi:10.1088/0143-0807/36/5/055002

Cited by 11 publications

(14 citation statements)

References 29 publications

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“…From extensive teaching experience and research, this model, where disciplinary discernment and extrapolating three dimensionality are assumed equally important as disciplinary declarative knowledge, has been found effective for teaching and learning astronomy and physics at the university level [1,2,10,37,97,139,140]. It may also be possible that the model would apply to other science subjects as well, in particular where one cannot directly see different phenomena, such as atomic interaction in chemistry, see, for example, Refs.…”

Section: Discussionmentioning

confidence: 99%

Disciplinary discernment: Reading the sky in astronomy education

Eriksson

2019

Phys. Rev. Phys. Educ. Res.

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This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: reading the sky, a broad description under with various skills and competencies are included. This model takes into account not only disciplinary knowledge but also disciplinary discernment and extrapolating three dimensionality. Together, these constitute the foundation for the competency referred to as reading the sky. In this paper, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.

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Section: Discussionmentioning

confidence: 99%

Disciplinary discernment: Reading the sky in astronomy education

Eriksson

2019

Phys. Rev. Phys. Educ. Res.

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“…Teachers might consider using clicker questions (see, for example, Crouch and Mazur 2001), just-in-time teaching (Novak 2011) and/or other methods to interact with their students in a dynamic fashion to find out which topics should be given more attention in class. For an empirical illustration of the application of our threefactor system in a situation where students need to distinguish between electric potential and electric potential energy, see Fredlund et al (2015b).…”

Section: Discussionmentioning

confidence: 99%

Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations

2015

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In this theoretical article we propose three factors that can enhance the possibilities for learning physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3) the creation of variation within the selected representations to help students notice these disciplinary-relevant aspects and the ways in which they are related to each other. An illustration of how these three factors can guide teachers in their efforts to promote physics learning is presented.

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“…Within PER, studies utilizing social semiotics tend to take as a starting point the meaning potential of semiotic resources (often referred to as representations) used in the discipline of physics. An important area of interest for such researchers is the ways in which students develop "fluency" in the use of disciplinary semiotic resources and gain the ability to strategically select and coordinate resources by recognizing a set of disciplinary-relevant aspects (DRAs) 2 relating to the task at hand [1,2,5,20,28,29].…”

Section: A the Body And Communicating: Multimodality Social Semiotimentioning

confidence: 99%

Embodiment in physics learning: A social-semiotic look

Euler

Rådahl²,

Gregorcic

2019

Phys. Rev. Phys. Educ. Res.

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In this paper, we present a case study of a pair of students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, we first review and bring together the theoretical perspectives of social semiotics and embodied cognition, therein developing a new methodological approach for analyzing student interactions during the learning of physics (particularly for those interactions involving students' bodies). Through the use of our new approach, we are able to show how students combine a diverse range of meaning-making resources into complex, enacted analogies, thus forming explanatory models that are grounded in embodied intuition. We reflect on how meaning-making resources-even when not physically persistent-can act as coordinating hubs for other resources as well as how we might further nuance the academic conversation around the role of the body in physics learning.

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

Cited by 11 publications

References 29 publications

Disciplinary discernment: Reading the sky in astronomy education

Disciplinary discernment: Reading the sky in astronomy education

Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations

Embodiment in physics learning: A social-semiotic look

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