Using resource graphs to represent conceptual change
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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2006-08-01
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Online Access: | http://doi.org/10.1103/PhysRevSTPER.2.020105 |
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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 |
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AT michaelcwittmann usingresourcegraphstorepresentconceptualchange |
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