Using the resources framework to design, assess, and refine interventions on pressure in fluids

Abstract

The resources framework provides a useful and generative model of student thinking and learning. In particular, it suggests various strategies for instruction such as priming resources and refining intuition that allow students to build on knowledge they already have. In this paper, we describe the affordances of the resources framework in guiding the design, assessment, and refinement of interventions on pressure in fluids. This perspective kept us alert for cognitive resources on which students could build a deeper understanding and encouraged us to model student thinking as complex and context dependent, even on this narrow topic. This framework also facilitated a focus on evidence of productivity in student work as an alternative assessment to conceptual pre-and post testing.

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

“…In fluid mechanics, literature on teaching, formative assessment, remedial instruction, and tools are expanding much more than excepted. It has been reported that concepts from pressure and fluid statics [57,[60][61][62][63][64][65], to Archimedes' principle [66], to Bernoulli's law often lead to misunderstandings [67][68][69][70][71][72]. To combat such misconceptions, various studies have developed approaches such as CFD instrumentation, e-learning, experimental hands-on implementation, interview analyses, student engagement, and interactive learning techniques, among others [73][74][75][76][77][78][79][80].…”

Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif

“…Perlu dilakukan penelitian tentang strategi pembelajaran yang cocok untuk meningkatkan keterampilan berpikir kritis tanpa mengabaikan esensi dari materi pembelajaran yang sedang dipelajari sehingga domain umum dan khusus dari berpikir kritis tetap diperoleh siswa. Strategi pembelajaran ini dapat berupa model pembelajaran yang dapat memfasilitasi siswa untuk belajar secara aktif (Lasry, Charles, & Whittaker, 2014) dan dapat membangun konsep yang benar (Young, College, & Peter, 2017) sehingga didapatkan hasil belajar yang baik (Merrill, 2013 ;Dawit Tibebu Tiruneh et al, 2016).…”

Identifying student resources for reasoning microscopically about heat and temperature

“…While previous research primarily focused on identifying student difficulties or misconceptions, a few studies have taken a resources lens, seeking to identify "seeds of science" in student ideas, which rather than needing to be replaced, may be nurtured by instruction and grown into canonically correct physics concepts [19][20][21]. These studies have identified students' conceptual resources about heat and temperature, including that heat transfer is directional, that temperature is associated with energy, and that systems naturally move 'toward' equilibrium [22][23][24][25].…”