Using resource graphs to represent conceptual change

Using resource graphs to represent conceptual change

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We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concep...

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Main Author: Michael C. Wittmann
Format: Article
Language:English
Published: American Physical Society 2006-08-01
Series:Physical Review Special Topics. Physics Education Research
Online Access:http://doi.org/10.1103/PhysRevSTPER.2.020105
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spelling doaj-1fbc8278c33f4056acfd1642b9df12e62020-11-24T21:49:00ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782006-08-012202010510.1103/PhysRevSTPER.2.020105Using resource graphs to represent conceptual changeMichael C. WittmannWe introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we analyze another form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.http://doi.org/10.1103/PhysRevSTPER.2.020105
collection DOAJ
language English
format Article
sources DOAJ
author Michael C. Wittmann
spellingShingle Michael C. Wittmann
Using resource graphs to represent conceptual change
Physical Review Special Topics. Physics Education Research
author_facet Michael C. Wittmann
author_sort Michael C. Wittmann
title Using resource graphs to represent conceptual change
title_short Using resource graphs to represent conceptual change
title_full Using resource graphs to represent conceptual change
title_fullStr Using resource graphs to represent conceptual change
title_full_unstemmed Using resource graphs to represent conceptual change
title_sort using resource graphs to represent conceptual change
publisher American Physical Society
series Physical Review Special Topics. Physics Education Research
issn 1554-9178
publishDate 2006-08-01
description We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we analyze another form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.
url http://doi.org/10.1103/PhysRevSTPER.2.020105
work_keys_str_mv AT michaelcwittmann usingresourcegraphstorepresentconceptualchange
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