Dynamic Conceptual Blending Analysis to Model Student Reasoning Processes While Integrating Mathematics and Physics: A Case Study in the Context of the Heat Equation

Autor/inn/en	Van den Eynde, Sofie; Schermerhorn, Benjamin P.; Deprez, Johan; Goedhart, Martin; Thompson, John R.; De Cock, Mieke
Titel	Dynamic Conceptual Blending Analysis to Model Student Reasoning Processes While Integrating Mathematics and Physics: A Case Study in the Context of the Heat Equation
Quelle	In: Physical Review Physics Education Research, 16 (2020) 1, Artikel 010114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Interdisciplinary Approach; Visual Aids; Mathematics Instruction; Undergraduate Students; Equations (Mathematics); Heat; Scientific Concepts; Mathematical Concepts; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Hitze; Ausland; Belgien
Abstract	In recent years, there has been an increased interest in conceptual blending in physics and mathematics education research as a theoretical framework to study student reasoning. In this paper, we adapt the conceptual blending framework to construct a blending diagram that not only captures the product but also the process of student reasoning when they interpret a mathematical description of a physical system. We describe how to construct a dynamic blending diagram (DBD) and illustrate this using two cases from an interview study. In the interview, we asked pairs of undergraduate physics and mathematics students about the physical meaning of boundary conditions for the heat equation. The selected examples show different aspects of the DBD as an analysis method. We show that by using a DBD, we can judge the degree to which students integrate their understandings of mathematics and physics. The DBD also enables the reader to follow the line of reasoning of the students. Moreover, a DBD can be used to diagnose difficulties in student reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01