Model-Based Reasoning in the Physics Laboratory: Framework and Initial Results

Autor/inn/en	Zwickl, Benjamin M.; Hu, Dehui; Finkelstein, Noah; Lewandowski, H. J.
Titel	Model-Based Reasoning in the Physics Laboratory: Framework and Initial Results
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 2, S.020113-1 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.020113
Schlagwörter	Physics; Science Laboratories; Models; Interviews; Protocol Analysis; Thinking Skills; Cognitive Processes; Scientific Concepts; Concept Formation; Measurement Techniques; Science Instruction; Majors (Students); Undergraduate Students; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Physik; Analogiemodell; Interviewing; Interviewtechnik; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Messtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Statistische Analyse
Abstract	We review and extend existing frameworks on modeling to develop a new framework that describes model-based reasoning in introductory and upper-division physics laboratories. Constructing and using models are core scientific practices that have gained significant attention within K-12 and higher education. Although modeling is a broadly applicable process, within physics education, it has been preferentially applied to the iterative development of broadly applicable principles (e.g., Newton's laws of motion in introductory mechanics). A significant feature of the new framework is that measurement tools (in addition to the physical system being studied) are subjected to the process of modeling. Think-aloud interviews were used to refine the framework and demonstrate its utility by documenting examples of model-based reasoning in the laboratory. When applied to the think-aloud interviews, the framework captures and differentiates students' model-based reasoning and helps identify areas of future research. The interviews showed how students productively applied similar facets of modeling to the physical system and measurement tools: construction, prediction, interpretation of data, identification of model limitations, and revision. Finally, we document students' challenges in explicitly articulating assumptions when constructing models of experimental systems and further challenges in model construction due to students' insufficient prior conceptual understanding. A modeling perspective reframes many of the seemingly arbitrary technical details of measurement tools and apparatus as an opportunity for authentic and engaging scientific sense making. [This paper is part of the Focused Collection on Upper Division Physics Courses.] (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01