Physics – Physics Education
Scientific paper
2002-07-10
International Journal of Science Education 24:1, 97-118 (2002)
Physics
Physics Education
20 pages, 8 figures, 27 references
Scientific paper
10.1080/09500690110066944
Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wavepulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organising the research data, problematic aspects of the model are also discussed.
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