Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userUsing conceptual blending to describe emergent meaning in wave propagation
150
0
0.0
(
0
)
Added by
Michael C. Wittmann
Publication date
2010
fields
Physics
and research's language is
English
Authors
Michael C. Wittmann
Ask ChatGPT about the research
No Arabic abstract
Students in interviews on a wave physics topic give answers through embodied actions which connect their understanding of the physics to other common experiences. When answering a question about wavepulses propagating along a long taut spring, students gestures help them recruit information about balls thrown the air. I analyze gestural, perceptual, and verbal information gathered using videotaped interviews and classroom interactions. I use conceptual blending to describe how different elements combine to create new, emergent meaning for the students and compare this to a knowledge-in-pieces approach.
rate research
Read More
Conceptual tests are widely used by physics instructors to assess students conceptual understanding and compare teaching methods. It is common to look at students changes in their answers between a pre-test and a post-test to quantify a transition in students conceptions. This is often done by looking at the proportion of incorrect answers in the pre-test that changes to correct answers in the post-test -- the gain -- and the proportion of correct answers that changes to incorrect answers -- the loss. By comparing theoretical predictions to experimental data on the Force Concept Inventory, we shown that Item Response Theory (IRT) is able to fairly well predict the observed gains and losses. We then use IRT to quantify the students changes in a test-retest situation when no learning occurs and show that $i)$ up to 25% of total answers can change due to the non-deterministic nature of students answer and that $ii)$ gains and losses can go from 0% to 100%. Still using IRT, we highlight the conditions that must satisfy a test in order to minimize gains and losses when no learning occurs. Finally, recommandations on the interpretation of such pre/post-test progression with respect to the initial level of students are proposed.
We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year Engineering and Science university students. Their responses allowed us to identify a series of misconceptions unreported in the literature so far. The study findings demonstrate that the most important difficulties arise from the students inability to establish a link between the kinematics and dynamics of moving fluids, and from a lack of understanding regarding how different regions of a system interact.
A bicycle wheel that was initially spinning freely was placed in contact with a rough surface and a digital film was made of its motion. Using Tracker software for video analysis, we obtained the velocity vectors for several points on the wheel, in the frame of reference of the laboratory as well as in a relative frame of reference having as its origin the wheel`s center of mass. The velocity of the wheel`s point of contact with the floor was also determined obtaining then a complete picture of the kinematic state of the wheel in both frames of reference. An empirical approach of this sort to problems in mechanics can contribute to overcoming the considerable difficulties they entail.
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.
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students relative likelihood to choose certain incorrect responses to some questions. We have used an independent data set of over 6,500 American students responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
