Interactional Processes for Stabilizing Conceptual Coherences in Physics

Autor/inn/en	Frank, Brian W.; Scherr, Rachel E.
Titel	Interactional Processes for Stabilizing Conceptual Coherences in Physics
Quelle	In: Physical Review Special Topics - Physics Education Research, 8 (2012) 2, S.020101-1 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.8.020101
Schlagwörter	Physics; Concept Formation; Comprehension; College Students; Motion; Cooperative Learning; Learning Activities; Cognitive Processes; Student Behavior; Feedback (Response); Introductory Courses; Science Instruction; College Science; Maryland + Suchen Sie Ihr Suchwort? Physik; Concept learning; Begriffsbildung; Verstehen; Verständnis; Collegestudent; Bewegungsablauf; Kooperatives Lernen; Lernaktivität; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Research in student knowledge and learning of science has typically focused on explaining conceptual change. Recent research, however, documents the great degree to which student thinking is dynamic and context-sensitive, implicitly calling for explanations not only of change but also of stability. In other words, when a pattern of student reasoning is sustained in specific moments and settings, what mechanisms contribute to sustaining it? We characterize student understanding and behavior in terms of "multiple local coherences" in that they may be variable yet still exhibit local stabilities. We attribute stability in local conceptual coherences to real-time activities that sustain these coherences. For example, particular conceptual understandings may be stabilized by the linguistic features of a worksheet question or by feedback from the students' spatial arrangement and orientation. We document a group of university students who engage in multiple local conceptual coherences while thinking about motion during a collaborative learning activity. As the students shift their thinking several times, we describe mechanisms that may contribute to local stability of their reasoning and behavior. (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10