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Equations are about more than computing physical quantities or constructing formal models; they are also about understanding. The conceptual systems physicists use to think about nature are made from many different resources, formal and…
As part of a study into students' problem solving behaviors, we asked upper-division physics students to solve estimation problems in clinical interviews. We use the Resources Framework and epistemic games to describe students' problem…
Current investigations into pedagogical goals of introductory algebra-based physics students at the University of Central Arkansas, by learning orientation towards an in-class metacognitive group problem solving task, seek to determine…
We are interested in better understanding ways that students collaborate to solve conceptual physics problems in the context of spherical unit vectors in upper-level E&M, especially problems that have been shown to be difficult for students…
The purpose of this work is to explore a teaching methodology aimed at communicating topics and subjects not typically studied and analyzed in the (Italian) secondary school. We focused specifically on the use of videogames as a…
We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of resources and coordination classes. It can represent mesoscopic…
This work examines student meaning-making in undergraduate physics problem-solving. We use a social semiotic perspective to sketch a theoretical framework. The social semiotic approach focuses on all types of meaning-making practices that…
At the beginning of a dynamic game, players may have exogenous theories about how the opponents are going to play. Suppose that these theories are commonly known. Then, players will refine their first-order beliefs, and challenge their own…
In recent years there has been growing evidence that even after teaching designed to address the learning difficulties dictated by literature, many physics learners fail to create the proper reasoning chains that connect the fundamental…
Understanding the mechanisms of student sensemaking while navigating the physics problem-solving process can play an important role in developing approaches to helping students become proficient problem solvers. Since most prior studies on…
Game semantics aim at describing the interactive behaviour of proofs by interpreting formulas as games on which proofs induce strategies. In this article, we introduce a game semantics for a fragment of first order propositional logic. One…
Recently there have been multiple calls for curricular reforms to develop new pathways to the science, technology, engineering and math (STEM) disciplines. The Marble Game answers these calls by providing a conceptual framework for…
With increasing game size, a problem of computational complexity arises. This is especially true in real world problems such as in social systems, where there is a significant population of players involved in the game, and the complexity…
Current conceptions of expert problem solving depict physical/conceptual reasoning and formal mathematical reasoning as separate steps: a good problem solver first translates a physical Current conceptions of quantitative problem-solving…
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses…
In the literature of game theory, the information sets of extensive form games have different interpretations, which may lead to confusions and paradoxical cases. We argue that the problem lies in the mix-up of two interpretations of the…
We investigate how students solve partial differential equations and partial derivatives in the context of quantum mechanics. We use the resources framework to investigate students' discussion in a group problem-solving environment to…
Mathematical reasoning with algebraic and graphical representations is essential for success in physics courses. Many problems require students to fluently move between algebraic and graphical representations. We developed a freely…
In this companion paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call…
Introductory courses on electric circuits at undergraduate level are usually presented in quite abstract terms, with questions and problems quite far from practical problems. This causes the students have difficulties to apply that theory…