An Explorative Laboratory Study: Changing Representations of Functional Dependencies in Physics Class of Lower Secondary School [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/inn/en	Geyer, Marie-Annette; Pospiech, Gesche
Titel	An Explorative Laboratory Study: Changing Representations of Functional Dependencies in Physics Class of Lower Secondary School [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geyer, Marie-Annette) ORCID (Pospiech, Gesche)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Learning Processes; Prior Learning; Thinking Skills; Abstract Reasoning; Mathematics Instruction; Science Instruction; Content Analysis; Physics; Secondary School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Vorkenntnisse; Denkfähigkeit; Abstraktes Denken; Denken; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Physik; Sekundarschüler
Abstract	Physical phenomena and relations can be described mathematically by functional dependencies. These are represented in the form of tables, graphs, algebraic expressions or verbal descriptions. Only the combination of different representations enables students to experience a physical phenomenon or concept in a holistic way. Therefore, students have to learn how to change respectively translate between different representations in physics class. To develop this competence in lower secondary school, it is necessary to know the individuals' previous knowledge, the way of thinking and reasoning and difficulties. Therefore, we conducted an explorative, qualitative laboratory study in which 17 pairs of students worked on physical-mathematical tasks requiring different transformations of representations of functional dependencies. Their discussions and writings were recorded. Following a qualitative content analysis, we analysed how students transform representations into each other and what difficulties occur during this process. A theoretical model that describes the change of representations of functional dependencies in physics was used to structure and analyse the data. The study shows the broadness of possible strategies and thinking patterns of the observed students while transforming representations. Examples of student work are presented. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01