相关论文: The role of context and culture in teaching physic…

In this paper, I discuss my personal journey through one research tradition, that of the resources framework, and how it has evolved over time. In my present work, understanding learners' reasoning in physics in terms of the construction of…

Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as, "What does it mean to understand…

Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations…

Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for…

This paper investigates the interactions between context and professional development of physics instructors in a case study of two physics faculty. A phenomenological-case study approach was used to analyze two physics faculty at different…

This study utilizes a sociocultural interpretation of Self-Determination Theory to better understand the role that learning contexts play in generating student motivation, engagement, and identity. By drawing on previous motivation research…

Learning physics is a context dependent process. I consider a broader interdisciplinary problem of where differences in understanding and reasoning arise. I suggest the long run effects a multiple choice based learning system as well as…

Covariational reasoning--considering how changes in one quantity affect another, related quantity--is a foundation of quantitative modeling in physics. Understanding quantitative models is a learning objective of introductory physics…

The ability to construct, use, and revise models is a crucial experimental physics skill. Many existing frameworks describe modeling in science education at introductory levels. However, most have limited applicability to the context of…

When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics - more, even, than the methods and concepts of physics. We are introducing them to a complex culture - a mode of thinking and the…

This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect,…

We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity…

Despite the empirical success of foundation models, we do not have a systematic characterization of the representations that these models learn. In this paper, we establish the contexture theory. It shows that a large class of…

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel…

Physics, like many scientific disciplines, has long struggled with attracting and retaining a diverse population and fostering inclusivity. While there have been improvements in addressing equity issues within physics, significant…

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…

In the symposium contributions we discuss research in physics education and the consequences of its results for physics teaching. The symposium presents four different aspects of physics teaching and learning, but all of them have…

Energy concepts are fundamental across the sciences, yet these concepts can be fragmented along disciplinary boundaries, rather than integrated into a coherent whole. To teach physics effectively to biology students, we need to understand…

This dissertation establishes the contexture theory to mathematically characterize the mechanism of representation learning, or pretraining. Despite the remarkable empirical success of foundation models, it is not very clear what…

The resources framework emphasizes the potential productivity of student intuitions for constructing a canonical understanding of physics. It models learning as the progressive coordination and refinement of these resources. Yet, there is a…