Multiple conceptual coherences in the speed tutorial: Micro-processes of local stability

Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences

Volumn 1, Issue , 2010, Pages 873-880

  Frank, Brian W ^a  

^a UNIVERSITY OF MAINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COLLABORATIVE LEARNING ACTIVITIES; COLLEGE STUDENTS; LOCAL PATTERNS; LOCAL STABILITY; MICROPROCESSES; PHYSICAL PHENOMENA; SYSTEM STRUCTURES; TIME-SCALES;

DYNAMICS;

STUDENTS;

EID: 84880545862     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (25)

1. Bartlett, F. C. (1932/1995). Remembering; a study in experimental and social psychology. Cambridge [Eng.]: The University press
2. Carey, S. (1986). Cognitive science and Science Education. American Psychologist, 41(10), 1123-1130.
3. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive Models of Science: Minnesota Studies in the Philosophy of Science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
4. diSessa, A. A. (1993). Toward an Epistemology of Physics. Cognition and Instruction, 10(2/3), 105-225.
5. Driver, R., & Easley, J. (1978). Pupils and Paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
6. Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
7. Frank, B.W (2009). The dynamics of variability in introductory physics students' thinking: examples from kinematics. Unpublished Doctoral Dissertation. University of Maryland, College Park, MD
8. Frank, B.W., Kanim, S.E., & Gomez, L.S. (2008). Accounting for variability in student responses to motion 1questions. Physical Review Special Topics - Physics Education Research, 4, 020102
9. Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), 134-141.
10. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489-1522.
11. Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316-1325.
12. Hammer, D., Elby, A., Scherr, R. E., & Redish, E. (2004). Resources, framing, and transfer. In J. Mestre (Ed.), Transfer of Learning: Research and Perspectives. Greenwich, CT: Information Age Publishing.
13. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, England: Cambridge University Press.
14. McCloskey, M. (1983). Naive Theories of Motion. In D. Gentner & A. Stevens (Eds.), Mental Models (pp. 299-324). Hillsdale, NJ: Erlbaum.
15. McDermott, L. C., Shaffer, P. S., & the Physics Education Group at the University of Washington (1998). Tutorials in Introductory Physics. Upper Saddle River, NJ: Prentice-Hall.
16. Minsky, M. L. (1986). Society of Mind. New York: Simon and Schuster.
17. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accomodation of a scientific conception Toward a theory of conceptual change. Science Education, 66, 211-227.
18. Roschelle, J. (1998). Beyond romantic versus sceptic: a microanalysis of conceptual change in kinematics., International Journal of Science Education, 20(9), 1025-1042.
19. Rosenberg, S. A., Hammer, D., & Phelan, J. (2006). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. Journal of the Learning Sciences, 15(2), 261-292.
20. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. Bruce & W. F. Brewer (Eds.), Theoretical Issues in Reading and Comprehension (pp. 38-58). Hillsdale, NJ: Erlbaum.
21. Scherr, R.E., & Hammer, D. (2009). Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics. Cognition and Instruction, 27(2), 147 - 174.
22. Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition. Journal of the Learning Sciences, 3(2), 115 - 163.
23. Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (pp. 147-176). Albany, NY: SUNY.
24. Thelen, E., & Smith, L. B. (1993). A Dynamic Systems Approach to Development. Cambridge, MA: MIT Press.
25. Vosniadou, S., & Brewer, W. F. (1987). Theories of Knowledge Restructuring in Development. Review of Educational Research, 57(1), 51-67.