How students learn from multiple contexts and definitions: Proper time as a coordination class

This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is “coordination class theory,” which is an...

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Autores principales:	Olivia Levrini, Andrea A. diSessa
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2008
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8e7722d236cf486ca7d4ba64912b3363
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spelling	oai:doaj.org-article:8e7722d236cf486ca7d4ba64912b33632021-12-02T11:24:34ZHow students learn from multiple contexts and definitions: Proper time as a coordination class1554-9178https://doaj.org/article/8e7722d236cf486ca7d4ba64912b33632008-04-01T00:00:00Zhttp://link.aps.org/abstract/PRSTPER/v4/e010107https://doaj.org/toc/1554-9178This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is “coordination class theory,” which is an evolving model of concepts and conceptual change. The paper will focus on showing to what extent and in what sense most of the conditions and events in the data corpus seem understandable from the point of view of coordination class theory. In addition, however, some extensions of the theory are implicated, although we argue that they are “natural” extensions, improvements that extend, but do not threaten, the core theory. In particular, we observe students articulately aligning different ways of determining proper time, and we conjecture, more generally, that such a process is strongly consistent with coordination class theory and likely to be productive in other cases of conceptual change. The empirical analysis is explicitly connected to the general issue of theories and theory development in studies of conceptual change.Olivia LevriniAndrea A. diSessaAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 4, Iss 1 (2008)
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 Olivia Levrini Andrea A. diSessa How students learn from multiple contexts and definitions: Proper time as a coordination class
description	This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is “coordination class theory,” which is an evolving model of concepts and conceptual change. The paper will focus on showing to what extent and in what sense most of the conditions and events in the data corpus seem understandable from the point of view of coordination class theory. In addition, however, some extensions of the theory are implicated, although we argue that they are “natural” extensions, improvements that extend, but do not threaten, the core theory. In particular, we observe students articulately aligning different ways of determining proper time, and we conjecture, more generally, that such a process is strongly consistent with coordination class theory and likely to be productive in other cases of conceptual change. The empirical analysis is explicitly connected to the general issue of theories and theory development in studies of conceptual change.
format	article
author	Olivia Levrini Andrea A. diSessa
author_facet	Olivia Levrini Andrea A. diSessa
author_sort	Olivia Levrini
title	How students learn from multiple contexts and definitions: Proper time as a coordination class
title_short	How students learn from multiple contexts and definitions: Proper time as a coordination class
title_full	How students learn from multiple contexts and definitions: Proper time as a coordination class
title_fullStr	How students learn from multiple contexts and definitions: Proper time as a coordination class
title_full_unstemmed	How students learn from multiple contexts and definitions: Proper time as a coordination class
title_sort	how students learn from multiple contexts and definitions: proper time as a coordination class
publisher	American Physical Society
publishDate	2008
url	https://doaj.org/article/8e7722d236cf486ca7d4ba64912b3363
work_keys_str_mv	AT olivialevrini howstudentslearnfrommultiplecontextsanddefinitionspropertimeasacoordinationclass AT andreaadisessa howstudentslearnfrommultiplecontextsanddefinitionspropertimeasacoordinationclass
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How students learn from multiple contexts and definitions: Proper time as a coordination class

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