Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005)
Student representational competence and self-assessment when solving physics problems
Patrick B. Kohl and Noah D. Finkelstein
(Some reference links may require a separate subscription.)
-
K. R. Koedinger and M. J. Nathan, J. Learn. Sci. 13, 129 (2004).
-
N. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K. Perkins, N. S. Podolefsky, S. Reid, and R. LeMaster, Phys. Rev. ST Phys. Educ. Res. 1, 010103 (2005).
.
-
D. E. Meltzer, Am. J. Phys. 73, 463 (2005) [SPIN].
-
A. Van Heuvelen and X. Zou, Am. J. Phys. 69, 184 (2001) [SPIN][INSPEC].
-
A. Van Heuvelen, Am. J. Phys. 59, 891 (1991) [SPIN][INSPEC].
-
R. J. Dufresne, W. J. Gerace, and W. J. Leonard, Phys. Teach. 35, 270 (1997) [SPIN].
-
R. J. Beichner, Am. J. Phys. 62, 750 (1994) [SPIN][INSPEC].
-
F. M. Goldberg and J. H. Anderson, Phys. Teach. 27, 254 (1989) [SPIN].
-
L. C. McDermott, M. L. Rosenquist, and E. H. Van Zee, Am. J. Phys. 55, 503 (1987) [SPIN][INSPEC].
-
S. E. Ainsworth, P. A. Bibby, and D. J. Wood, in Learning with Multiple Representations, edited by M. W. van Someren, P. Reimann, H. Boshuizen, and Ton de Jong (Pergamon, New York, 1998).
-
R. E. Mayer, Learn. Instr. 13, 125 (2003).
-
W. Schnotz and M. Bannert, Learn. Instr. 13, 141 (2003).
-
R. B. Kozma and J. Russell, J. Res. Sci. Teach. 34, 949 (1997).
-
P. Heller, R. Keith, and S. Anderson, Am. J. Phys. 60, 627 (1992) [SPIN][INSPEC].
-
It is also worth noting that the boundaries between representational categories can be fuzzy. For example, pictorial representations may not have a distinct boundary from graphical representations; however, for this paper, we draw distinct boundaries. We delineate graphical as a representation that includes an independent axis (generally numerical), and a dependent quantity (generally these are Cartesian in nature). We classify pictorial as a literal or iconic depiction of an observable event, or model.
-
A. A. diSessa and B. L. Sherin, J. Math. Behav. 19, 385 (2000).
-
A. A. diSessa, D. Hammer, B. L. Sherin, and T. Kolpakowski, J. Math. Behav. 10, 117 (1991).
-
A. A. diSessa, in Symbolizing, Modeling and Tool Use in Mathematics Education, edited by K. Gravemeijer, R. Lehrer, B. van Oers, and L. Vershaffel (Kluwer Academic Publishers, Dordrecht, The Netherlands, 2003).
-
http://www.lon-capa.org.
-
M. Chi, T. H. Glaser, and E. Rees, in Advances in the Psychology of Human Intelligence, edited by R. J. Sternberg (Lawrence Erlbaum Associates, Hillsdale, NJ, 1982), Vol. 1.
-
E. Mazur, Peer Instruction: A User’s Manual (Prentice-Hall, Upper Saddle River, NJ, 1996).
-
E. F. Redish, Teaching Physics with the Physics Suite (Wiley, New York, 2003).
-
M. Ward and J. Sweller, Cogn. Instruct. 7, 1 (1990).
-
A. Schoenfeld, in Cognitive Science and Math Education, edited by A. Schoenfeld (Erlbaum, Hillsdale, NJ, 1987).
|
|