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Physical Review Special Topics - Physics Education Research
written by Edgar D. Corpuz and N. Sanjay Rebello
In this paper, we discuss the first phase of a multiphase study aimed at investigating the dynamics of students' knowledge construction in the context of unfamiliar physical phenomenon - microscopic friction. The first phase of this study involved the investigation of the variations in students' mental models of microscopic friction. Clinical interviews were conducted with 11 students enrolled in conceptual modern physics to elicit their ideas and generate themes of explanations. A phenomenographic approach of data analysis was employed to establish the variations in students' explanations. Results show that students' mental models of friction at the atomic level are dominated by their macroscopic experiences. Friction at the atomic level according to most students is due to mechanical interactions (interlocking or rubbing of atoms).
Subjects ADS Supplements Resource Types
Classical Mechanics
- Applications of Newton's Laws
= Friction
Education - Basic Research
- Alternative Conceptions
- Cognition
= Cognition Development
- Reference Material
= Research study
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2011 American Physical Society
DOI:
10.1103/PhysRevSTPER.7.020102
NSF Number:
0133621
PACSs:
01.40.Fk
01.40.E-
01.40.Ha
Keywords:
Clinical Interviews, Context Dependence, Knowledge Construction
Record Cloner:
Metadata instance created April 30, 2012 by Lyle Barbato
Record Updated:
May 9, 2012 by Vince Kuo
Last Update
when Cataloged:
July 26, 2011
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Record Link
AIP Format
E. Corpuz and N. Rebello, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020102 (2011), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.7.020102).
AJP/PRST-PER
E. Corpuz and N. Rebello, Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development Phys. Rev. ST Phys. Educ. Res. 7 (2), 020102 (2011), <http://dx.doi.org/10.1103/PhysRevSTPER.7.020102>.
APA Format
Corpuz, E., & Rebello, N. (2011, July 26). Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development. Phys. Rev. ST Phys. Educ. Res., 7(2), 020102. Retrieved April 17, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.7.020102
Chicago Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (July 26, 2011): 020102, http://dx.doi.org/10.1103/PhysRevSTPER.7.020102 (accessed 17 April 2014).
MLA Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7.2 (2011): 020102. 17 Apr. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.7.020102>.
BibTeX Export Format
@article{ Author = "Edgar Corpuz and N. Sanjay Rebello", Title = {Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {7}, Number = {2}, Pages = {020102}, Month = {July}, Year = {2011} }
Refer Export Format

%A Edgar Corpuz
%A N. Sanjay Rebello
%T Investigating students' mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
%J Phys. Rev. ST Phys. Educ. Res.
%V 7
%N 2
%D July 26, 2011
%P 020102
%U http://dx.doi.org/10.1103/PhysRevSTPER.7.020102
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Corpuz, Edgar
%A Rebello, N. Sanjay
%D July 26, 2011
%T Investigating students' mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
%J Phys. Rev. ST Phys. Educ. Res.
%V 7
%N 2
%P 020102
%8 July 26, 2011
%U http://dx.doi.org/10.1103/PhysRevSTPER.7.020102


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The AIP Style presented is based on information from the AIP Style Manual.

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