Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies

Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning—analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007)]. The present empirical studies build on this model to examine its uti...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Noah S. Podolefsky, Noah D. Finkelstein
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2007
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/dcb90d3d25a54e43b496ce732d804840
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:dcb90d3d25a54e43b496ce732d804840
record_format	dspace
spelling	oai:doaj.org-article:dcb90d3d25a54e43b496ce732d8048402021-12-02T11:53:17ZAnalogical scaffolding and the learning of abstract ideas in physics: Empirical studies10.1103/PhysRevSTPER.3.0201041554-9178https://doaj.org/article/dcb90d3d25a54e43b496ce732d8048402007-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.3.020104http://doi.org/10.1103/PhysRevSTPER.3.020104https://doaj.org/toc/1554-9178Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning—analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007)]. The present empirical studies build on this model to examine its utility and demonstrate the vital intertwining of representation, analogy, and conceptual learning in physics. In two studies of student reasoning using analogy, we show that representations couple to students’ existing prior knowledge and also lead to the dynamic formation of new knowledge. Students presented with abstract, concrete, or blended (both abstract and concrete) representations produced markedly different response patterns. In the first study, using analogies to scaffold understanding of electromagnetic (EM) waves, students in the blend group were more likely to reason productively about EM waves than students in the abstract group by as much as a factor of 3 (73% vs 24% correct, p=0.002). In the second study, examining representation use within one domain (sound waves), the blend group was more likely to reason productively about sound waves than the abstract group by as much as a factor of 2 (48% vs 23% correct, p=0.002). Using the analogical scaffolding model we examine when and why students succeed and fail to use analogies and interpret representations appropriately.Noah S. PodolefskyNoah D. FinkelsteinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 3, Iss 2, p 020104 (2007)
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 Noah S. Podolefsky Noah D. Finkelstein Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
description	Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning—analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007)]. The present empirical studies build on this model to examine its utility and demonstrate the vital intertwining of representation, analogy, and conceptual learning in physics. In two studies of student reasoning using analogy, we show that representations couple to students’ existing prior knowledge and also lead to the dynamic formation of new knowledge. Students presented with abstract, concrete, or blended (both abstract and concrete) representations produced markedly different response patterns. In the first study, using analogies to scaffold understanding of electromagnetic (EM) waves, students in the blend group were more likely to reason productively about EM waves than students in the abstract group by as much as a factor of 3 (73% vs 24% correct, p=0.002). In the second study, examining representation use within one domain (sound waves), the blend group was more likely to reason productively about sound waves than the abstract group by as much as a factor of 2 (48% vs 23% correct, p=0.002). Using the analogical scaffolding model we examine when and why students succeed and fail to use analogies and interpret representations appropriately.
format	article
author	Noah S. Podolefsky Noah D. Finkelstein
author_facet	Noah S. Podolefsky Noah D. Finkelstein
author_sort	Noah S. Podolefsky
title	Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
title_short	Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
title_full	Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
title_fullStr	Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
title_full_unstemmed	Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
title_sort	analogical scaffolding and the learning of abstract ideas in physics: empirical studies
publisher	American Physical Society
publishDate	2007
url	https://doaj.org/article/dcb90d3d25a54e43b496ce732d804840
work_keys_str_mv	AT noahspodolefsky analogicalscaffoldingandthelearningofabstractideasinphysicsempiricalstudies AT noahdfinkelstein analogicalscaffoldingandthelearningofabstractideasinphysicsempiricalstudies
_version_	1718394839433740288

Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies

Ejemplares similares