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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…
Traditionally, scholars in physics education research pay attention to students solving well-structured learning activities, which provide restricted room for collaboration and idea-generation due to their close-ended nature. In order to…
Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for…
Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of…
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…
In this paper we investigate the extent to which students' problem-solving behaviors change as a result of working on multi-faceted, context-rich problems. During the semester, groups of two to three students work on several problems that…
For several decades, scholars have studied cooperation and its outcomes in the educational context. Yet, we lack a complete understanding of how different instructional strategies impact the relationship between cooperation and learning.…
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…
Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems.…
We present the results of an experience of teaching updating dispensed to Italian high-school physics teachers to promote the application of the Cooperative Problem Solving method as an useful strategy to improve physics learning at…
We discuss the clusters of resources that emerge when upper-division students write about electromagnetic fields in linear materials. The data analyzed for this paper comes from students' written tests in an upper-division electricity and…
We present evidence from three student interactions in which two types of common solution methods for solving simple first-order differential equations are used. We describe these using the language of resources, considering epistemic games…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on students'…
Collaborative learning with peers can lead to students learning from each other and solving physics problems correctly not only in situations in which one student knows how to solve the problems but also when none of the students can solve…
Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of…
With limited time available in the classroom, e-learning tools can supplement in-class learning by providing opportunities for students to study and learn outside of class. Such tools can be especially helpful for students who lack adequate…
Instruction in quantum mechanics is becoming increasingly important as the field is not only a key part of modern physics research, but is also important for emerging technologies. However, many students regard quantum mechanics as a…
The traditional approach to studying student understanding presents a question and uses the student answers to make inferences about their knowledge. However, this method does not capture the range of possible alternative ideas available to…
One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts.…
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers due to its effects on…