Method for analyzing students’ utilization of prior physics learning in new contexts
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2010-07-01
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| Series: | Physical Review Special Topics. Physics Education Research |
| Online Access: | http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020101 |
| _version_ | 1818732860546220032 |
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| author | Dyan L. McBride Dean Zollman N. Sanjay Rebello |
| author_facet | Dyan L. McBride Dean Zollman N. Sanjay Rebello |
| author_sort | Dyan L. McBride |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-17T23:40:17Z |
| format | Article |
| id | doaj.art-5e0674bc6bdf4faa86e6d952bf35c272 |
| institution | Directory Open Access Journal |
| issn | 1554-9178 |
| language | English |
| last_indexed | 2024-12-17T23:40:17Z |
| publishDate | 2010-07-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Special Topics. Physics Education Research |
| spelling | doaj.art-5e0674bc6bdf4faa86e6d952bf35c2722022-12-21T21:28:27ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782010-07-0162Method for analyzing students’ utilization of prior physics learning in new contextsDyan L. McBrideDean ZollmanN. Sanjay RebelloIn 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.http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020101 |
| spellingShingle | Dyan L. McBride Dean Zollman N. Sanjay Rebello Method for analyzing students’ utilization of prior physics learning in new contexts Physical Review Special Topics. Physics Education Research |
| title | Method for analyzing students’ utilization of prior physics learning in new contexts |
| title_full | Method for analyzing students’ utilization of prior physics learning in new contexts |
| title_fullStr | Method for analyzing students’ utilization of prior physics learning in new contexts |
| title_full_unstemmed | Method for analyzing students’ utilization of prior physics learning in new contexts |
| title_short | Method for analyzing students’ utilization of prior physics learning in new contexts |
| title_sort | method for analyzing students utilization of prior physics learning in new contexts |
| url | http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020101 |
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