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written by Shulamit Kapon and Andrea A. diSessa
What makes an instructional sequence in physics meaningful to students? Why do some explanations seem more plausible than others? Why is it that an explanation can appear plausible to one student but not to another? We present a model that addresses these questions. Elaborating diSessa's (1993) concept of p-prims, we develop a model of explanatory primitives and argue that different individuals have different sets of explanatory primitives, or they assign different priorities to the same explanatory primitives. Individual differences in explanatory primitives can account for differences in reactions to an instructional explanation, and we present empirical data to support this claim. We then use the model to analyze Jim Minsrell's (1982) instructional sequence about normal forces to illustrate how an effective learning sequence addresses differences between individuals by evoking a rich set of explanatory primitives.
Physics Education Research Conference 2010
Part of the PER Conference series
Portland, Oregon: July 21-22, 2010
Volume 1289, Pages 189-192
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Alternative Conceptions
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Report
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3515195
Access Rights:
Limited free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2010 proceedings is available for purchase from the AIP.
Restriction:
© 2010 American Institute of Physics
DOI:
10.1063/1.3515195
PACS:
01.40.Fk
Keywords:
epistemology, intuitive knowledge, preconceptions, prior knowledge, sense making, PERC 2010, explanations
Record Cloner:
Metadata instance created October 25, 2010 by Alea Smith
Record Updated:
May 1, 2013 by Lyle Barbato
Last Update
when Cataloged:
August 24, 2010
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Record Link
AIP Format
S. Kapon and A. diSessa, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904).
AJP/PRST-PER
S. Kapon and A. diSessa, Instructional explanations as an interface - The role of explanatory primitives presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904>.
APA Format
Kapon, S., & diSessa, A. (2010, July 21-22). Instructional explanations as an interface - The role of explanatory primitives. Paper presented at Physics Education Research Conference 2010, Portland, Oregon. Retrieved September 2, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904
Chicago Format
Kapon, Shulamit, and Andrea diSessa. "Instructional explanations as an interface - The role of explanatory primitives." Paper presented at the Physics Education Research Conference 2010, Portland, Oregon, July 21-22, 2010. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904 (accessed 2 September 2014).
MLA Format
Kapon, Shulamit, and Andrea diSessa. "Instructional explanations as an interface - The role of explanatory primitives." Physics Education Research Conference 2010. Portland, Oregon: 2010. 189-192 Vol. 1289 of PER Conference. 2 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904>.
BibTeX Export Format
@inproceedings{ Author = "Shulamit Kapon and Andrea diSessa", Title = {Instructional explanations as an interface - The role of explanatory primitives}, BookTitle = {Physics Education Research Conference 2010}, Pages = {189-192}, Address = {Portland, Oregon}, Series = {PER Conference}, Volume = {1289}, Month = {July 21-22}, Year = {2010} }
Refer Export Format

%A Shulamit Kapon
%A Andrea diSessa
%T Instructional explanations as an interface - The role of explanatory primitives
%S PER Conference
%V 1289
%D July 21-22 2010
%P 189-192
%C Portland, Oregon
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904
%O Physics Education Research Conference 2010
%O July 21-22
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kapon, Shulamit
%A diSessa, Andrea
%D July 21-22 2010
%T Instructional explanations as an interface - The role of explanatory primitives
%B Physics Education Research Conference 2010
%C Portland, Oregon
%V 1289
%P 189-192
%S PER Conference
%8 July 21-22
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10446&DocID=1904


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