Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves

Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Lisa M. Goodhew, Amy D. Robertson, Paula R. L. Heron, Rachel E. Scherr
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/7df6846504e64d64871467e311cc2a95
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:7df6846504e64d64871467e311cc2a95
record_format	dspace
spelling	oai:doaj.org-article:7df6846504e64d64871467e311cc2a952021-12-02T15:44:30ZStudents’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves10.1103/PhysRevPhysEducRes.17.0101372469-9896https://doaj.org/article/7df6846504e64d64871467e311cc2a952021-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010137http://doi.org/10.1103/PhysRevPhysEducRes.17.010137https://doaj.org/toc/2469-9896Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to answer questions that are similar in focus. In this paper, we further substantiate and add specificity to the field’s understanding of the context sensitivity of resource use by demonstrating a pattern in resource activation for questions about mechanical pulse propagation, superposition, and reflection. In particular, our analysis shows a pattern in the kinds of resources students use to answer different styles of questions about the same physics topic. Questions that ask for a prediction tend to elicit rules or procedures, while questions that ask students to explain an observation elicit these plus ideas about force, energy, and motion. Our results call both researchers’ and instructors’ attention to the style of question that they ask and the impact it has on the resources commonly cued for students.Lisa M. GoodhewAmy D. RobertsonPaula R. L. HeronRachel E. ScherrAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010137 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Lisa M. Goodhew Amy D. Robertson Paula R. L. Heron Rachel E. Scherr Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
description	Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to answer questions that are similar in focus. In this paper, we further substantiate and add specificity to the field’s understanding of the context sensitivity of resource use by demonstrating a pattern in resource activation for questions about mechanical pulse propagation, superposition, and reflection. In particular, our analysis shows a pattern in the kinds of resources students use to answer different styles of questions about the same physics topic. Questions that ask for a prediction tend to elicit rules or procedures, while questions that ask students to explain an observation elicit these plus ideas about force, energy, and motion. Our results call both researchers’ and instructors’ attention to the style of question that they ask and the impact it has on the resources commonly cued for students.
format	article
author	Lisa M. Goodhew Amy D. Robertson Paula R. L. Heron Rachel E. Scherr
author_facet	Lisa M. Goodhew Amy D. Robertson Paula R. L. Heron Rachel E. Scherr
author_sort	Lisa M. Goodhew
title	Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
title_short	Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
title_full	Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
title_fullStr	Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
title_full_unstemmed	Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
title_sort	students’ context-sensitive use of conceptual resources: a pattern across different styles of question about mechanical waves
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/7df6846504e64d64871467e311cc2a95
work_keys_str_mv	AT lisamgoodhew studentscontextsensitiveuseofconceptualresourcesapatternacrossdifferentstylesofquestionaboutmechanicalwaves AT amydrobertson studentscontextsensitiveuseofconceptualresourcesapatternacrossdifferentstylesofquestionaboutmechanicalwaves AT paularlheron studentscontextsensitiveuseofconceptualresourcesapatternacrossdifferentstylesofquestionaboutmechanicalwaves AT rachelescherr studentscontextsensitiveuseofconceptualresourcesapatternacrossdifferentstylesofquestionaboutmechanicalwaves
_version_	1718385815982178304

Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves

Ejemplares similares