Learning Entropy among Peers through the Lens of Coordination Class Theory

Autor/inn/en	Velasco, Juan; Buteler, Laura; Briozzo, Carlos; Coleoni, Enrique
Titel	Learning Entropy among Peers through the Lens of Coordination Class Theory
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velasco, Juan) ORCID (Buteler, Laura) ORCID (Briozzo, Carlos) ORCID (Coleoni, Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scientific Concepts; Concept Formation; Physics; Science Instruction; Problem Solving; Task Analysis; Teaching Methods; Learning Theories; Sociocultural Patterns; Learning Processes; State Universities; Undergraduate Students; Foreign Countries; Student Attitudes; Cooperative Learning; Thinking Skills; Argentina + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Soziokulturelle Theorie; Learning process; Lernprozess; Staatliche Universität; Ausland; Schülerverhalten; Kooperatives Lernen; Denkfähigkeit; Argentinien
Abstract	Coordination class theory has proven to be a useful theoretical framework for describing processes of conceptual change in certain physical and mathematical concepts. Its development throughout different studies has allowed us to understand numerous mechanisms of conceptual learning by individual subjects. There have been attempts to implement this theory to collective-learning environments. Although there are valuable contributions in this sense, there are still details at the fine-grain level to be unveiled in relation to how conceptual change proceeds within small groups. For this purpose, the development of a coordination class is analyzed in the case of an interview with two students addressing a problem-solving task about entropy, focusing on the role that interactions between participants play in the evolution of the entropy concept. A microcomplementary analysis is proposed by bringing in elements from a sociocultural approach of learning. Thus, we were able to identify different forms of codevelopment of a coordination class. Students exhibiting central as well as peripheral participation benefit from each other during the conceptual learning process of the small group, constituting a "virtuous" interaction for learning. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01