Method for analyzing students’ utilization of prior physics learning in new contexts

In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students’ use of different concept types with their level of understanding. Previous studies have also examined the ways in which students link concepts to...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Dyan L. McBride, Dean Zollman, N. Sanjay Rebello
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2010
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/c47cf9d9b07c494eaeff2c6d959f6516
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c47cf9d9b07c494eaeff2c6d959f6516
record_format	dspace
spelling	oai:doaj.org-article:c47cf9d9b07c494eaeff2c6d959f65162021-12-02T12:22:52ZMethod for analyzing students’ utilization of prior physics learning in new contexts10.1103/PhysRevSTPER.6.0201011554-9178https://doaj.org/article/c47cf9d9b07c494eaeff2c6d959f65162010-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.6.020101http://doi.org/10.1103/PhysRevSTPER.6.020101https://doaj.org/toc/1554-9178In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students’ use of different concept types with their level of understanding. Previous studies have also examined the ways in which students link concepts to determine whether students have a meaningful understanding of principles of evolution. In this study, we build on our previous work that seeks to examine how students use prior knowledge in new situations and context, as well as present an adaptation of concept and concept-link categorization previously used in biology education research. In this adaptation, concepts are categorized on the basis of the observability of the concept exemplars and are shown to be dependent upon the knowledge level of the student. We use this categorization method to examine how students use prior knowledge when presented with an opportunity to apply physics in a new context, namely, wavefront aberrometry. Results indicate that students primarily utilize lower-level concepts, which is in agreement with previous research findings. We also found that students are able to create links between different levels of concepts, and that the type of links created can give insight to how deeply they understood the physics of the new context.Dyan L. McBrideDean ZollmanN. Sanjay RebelloAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 6, Iss 2, p 020101 (2010)
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 Dyan L. McBride Dean Zollman N. Sanjay Rebello Method for analyzing students’ utilization of prior physics learning in new contexts
description	In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students’ use of different concept types with their level of understanding. Previous studies have also examined the ways in which students link concepts to determine whether students have a meaningful understanding of principles of evolution. In this study, we build on our previous work that seeks to examine how students use prior knowledge in new situations and context, as well as present an adaptation of concept and concept-link categorization previously used in biology education research. In this adaptation, concepts are categorized on the basis of the observability of the concept exemplars and are shown to be dependent upon the knowledge level of the student. We use this categorization method to examine how students use prior knowledge when presented with an opportunity to apply physics in a new context, namely, wavefront aberrometry. Results indicate that students primarily utilize lower-level concepts, which is in agreement with previous research findings. We also found that students are able to create links between different levels of concepts, and that the type of links created can give insight to how deeply they understood the physics of the new context.
format	article
author	Dyan L. McBride Dean Zollman N. Sanjay Rebello
author_facet	Dyan L. McBride Dean Zollman N. Sanjay Rebello
author_sort	Dyan L. McBride
title	Method for analyzing students’ utilization of prior physics learning in new contexts
title_short	Method for analyzing students’ utilization of prior physics learning in new contexts
title_full	Method for analyzing students’ utilization of prior physics learning in new contexts
title_fullStr	Method for analyzing students’ utilization of prior physics learning in new contexts
title_full_unstemmed	Method for analyzing students’ utilization of prior physics learning in new contexts
title_sort	method for analyzing students’ utilization of prior physics learning in new contexts
publisher	American Physical Society
publishDate	2010
url	https://doaj.org/article/c47cf9d9b07c494eaeff2c6d959f6516
work_keys_str_mv	AT dyanlmcbride methodforanalyzingstudentsutilizationofpriorphysicslearninginnewcontexts AT deanzollman methodforanalyzingstudentsutilizationofpriorphysicslearninginnewcontexts AT nsanjayrebello methodforanalyzingstudentsutilizationofpriorphysicslearninginnewcontexts
_version_	1718394478350303232

Method for analyzing students’ utilization of prior physics learning in new contexts

Ejemplares similares