Method for analyzing students’ utilization of prior physics learning in new contexts

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dc.contributor.author McBride, Dyan L.
dc.contributor.author Zollman, Dean A.
dc.contributor.author Rebello, N. Sanjay
dc.date.accessioned 2012-10-04T13:59:48Z
dc.date.available 2012-10-04T13:59:48Z
dc.date.issued 2012-10-04
dc.identifier.uri http://hdl.handle.net/2097/14773
dc.description.abstract In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students’ use of different concept types with their level of understanding. Previous studies have also examined the ways in which students link concepts to determine whether students have a meaningful understanding of principles of evolution. In this study, we build on our previous work that seeks to examine how students use prior knowledge in new situations and context, as well as present an adaptation of concept and concept-link categorization previously used in biology education research. In this adaptation, concepts are categorized on the basis of the observability of the concept exemplars and are shown to be dependent upon the knowledge level of the student. We use this categorization method to examine how students use prior knowledge when presented with an opportunity to apply physics in a new context, namely, wavefront aberrometry. Results indicate that students primarily utilize lower-level concepts, which is in agreement with previous research findings. We also found that students are able to create links between different levels of concepts, and that the type of links created can give insight to how deeply they understood the physics of the new context. en_US
dc.relation.uri http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020101 en_US
dc.rights ©2010 The American Physical Society en_US
dc.subject Adaptation of concept en_US
dc.subject Concept-link categorization en_US
dc.subject Prior knowledge en_US
dc.title Method for analyzing students’ utilization of prior physics learning in new contexts en_US
dc.type Article (publisher version) en_US
dc.date.published 2010 en_US
dc.citation.doi doi:10.1103/PhysRevSTPER.6.020101 en_US
dc.citation.epage 020101-10 en_US
dc.citation.issue 2 en_US
dc.citation.jtitle Physical Review Special Topics - Physics Education Research en_US
dc.citation.spage 020101-1 en_US
dc.citation.volume 6 en_US
dc.contributor.authoreid dzollman en_US
dc.contributor.authoreid srebello en_US

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