The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person's understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing,…

Cognitive science principles should have implications for the design of effective learning environments. The self-explanation principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations hypothesized that self-explanation facilitated inference generation to supply missing information…

Mental models are basic cognitive constructs that are central for understanding phenomena of the world and predicting future events. Our comparison of two analysis approaches, SMD and QFCA, for measuring externalized mental models reveals different levels of abstraction and different perspectives. The advantages of the SMD include possibilities…

It is generally believed that students should use multiple representations in solving certain physics problems, and earlier work in PER has begun to outline how experts and novices differ in their use of multiple representations. In this study, we build on this foundation by interviewing expert and novice physicists as they solve two types of…

Investigates the conceptions and representations of light propagation, image formation, and sight typical to preinstruction learners (N=139). Findings indicate that preinstructional students display some familiarity with optical systems, light propagation, and illumination patterns and have not developed a consistent descriptive and explanatory…

Supports the use of microanalysis of conceptual change as a tool for reconceptualizing the nature of students' knowledge-in-development and dissolving concept-misconception and expert-novice dichotomies. Contains 48 references. (DDR)

Argues for an approach to conceptual-change instruction that places students' science conceptions and their ability to reflect on those conceptions at the center of science instruction. Focuses on the effect of using status concepts. Contains 24 references. (DDR)

Analyzes the problem students have in learning the Theory of Relativity. Points out that the results of the study are ambiguous and intriguing. Describes the publication of Lorentz's Transformation Equations, the presentation of two postulates by Einstein, and the rejection of the Electron Theory and the final acceptance of the Theory of…

Draws from studies in the sociology of scientific knowledge to create a new perspective for understanding school science. Merges ethnography and discourse analysis to study science-in-the-making in a physics classroom. Investigates local conceptual ecologies. Contains 55 references. (DDR)

Compares dyads of secondary school physics students working on a collaborative modeling task using a text-based model representation, in which correct equations are required to make the model run, with others using a graphical representation, in which the model is build by qualitatively linking variables. (MES)

SCALE-UP is an extension of the highly successful IMPEC (Integrated Math, Physics, Engineering, and Chemistry) project, one of North Carolina State's curricular reform efforts undertaken as part of the SUCCEED coalition. The authors utilize the interactive, collaboratively based instruction that worked well in smaller class settings and find ways…

Describes a study in which teaching and learning activities are designed using a cognitive conflict strategy. Focuses on the effectiveness of these activities in classroom research in pre-university courses in Botswana and South Africa. Contains 39 references. (DDR)

This research study focused on the knowledge structure of the domain of physics by describing the knowledge of experts, intermediates, and novices. In order to investigate these representations, a reiterative categorization task was employed using novice, intermediate, and expert subjects (N=27). The categories were classified as theory-, model-,…

Reviews research on children's ideas about floating and sinking. Describes the Model-Assisted Reasoning in Science (MARS) project curriculum and student responses to a question about helium balloons. Contains 61 references. (DDR)

Takes a situated-cognition perspective on learning and cognitive development. Presents a detailed framework that includes operationalizations for levels of situated learning. Contains 31 references. (DDR)