Students' Context-Sensitive Use of Conceptual Resources: A Pattern across Different Styles of Question about Mechanical Waves

Autor/inn/en	Goodhew, Lisa M.; Robertson, Amy D.; Heron, Paula R. L.; Scherr, Rachel E.
Titel	Students' Context-Sensitive Use of Conceptual Resources: A Pattern across Different Styles of Question about Mechanical Waves
Quelle	In: Physical Review Physics Education Research, 17 (2021) 1, Artikel 010137 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodhew, Lisa M.) ORCID (Heron, Paula R. L.) ORCID (Scherr, Rachel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Motion; Teaching Methods; Case Studies; Context Effect; Prediction; Observation; Questioning Techniques; Cues; Cognitive Processes; Scientific Concepts; Concept Formation; Energy; Writing (Composition); Task Analysis; Undergraduate Students; Student Characteristics + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bewegungsablauf; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Vorhersage; Beobachtung; Befragungstechnik; Fragetechnik; Stichwort; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Energie; Schreibübung; Aufgabenanalyse
Abstract	Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to answer questions that are similar in focus. In this paper, we further substantiate and add specificity to the field's understanding of the context sensitivity of resource use by demonstrating a pattern in resource activation for questions about mechanical pulse propagation, superposition, and reflection. In particular, our analysis shows a pattern in the kinds of resources students use to answer different "styles" of questions about the same physics topic. Questions that ask for a prediction tend to elicit rules or procedures, while questions that ask students to explain an observation elicit these "plus" ideas about force, energy, and motion. Our results call both researchers' and instructors' attention to the style of question that they ask and the impact it has on the resources commonly cued for students. (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	2024/1/01