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written by Mel Sabella and Geraldine L. Cochran
When presented with a question, students activate a set of knowledge, or schema, that they use to respond to the question. For many instructors, one of the goals of the introductory physics course is to help students build robust schemas of formal knowledge that are activated for a given task. In this paper, we present evidence that suggests that even when schemas of formal knowledge are formed, students often struggle to activate this knowledge. We focus on the analysis of interviews with two introductory physics students concerning the topic of dynamics. We also demonstrate that the act of explaining, during the interview, has a profound impact on the students' responses.
Physics Education Research Conference 2003
Part of the PER Conference series
Madison, WI: August 6-7, 2003
Volume 720, Pages 89-92
Subjects ADS Supplements Resource Types
Education - Basic Research
- Cognition
General Physics
- Physics Education Research
- Reference Material
= Research study
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Formats:
text/html
application/pdf
application/postscript
Mirror:
http://dx.doi.org/10.1063/1.1807261
Access Rights:
Available by subscription
Restriction:
© 2003 American Institute of Physics
Additional information is available.
DOI:
10.1063/1.1807261
PACS:
01.40.Fk
Keywords:
PERC 2003, classical mechanics, educational courses, human factors, student experiments
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
July 7, 2013 by Lyle Barbato
Last Update
when Cataloged:
September 9, 2004
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Record Link
AIP Format
M. Sabella and G. Cochran, presented at the Physics Education Research Conference 2003, Madison, WI, 2003, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421).
AJP/PRST-PER
M. Sabella and G. Cochran, Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics, presented at the Physics Education Research Conference 2003, Madison, WI, 2003, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421>.
APA Format
Sabella, M., & Cochran, G. (2003, August 6-7). Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics. Paper presented at Physics Education Research Conference 2003, Madison, WI. Retrieved October 25, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421
Chicago Format
Sabella, Mel, and Geraldine L. Cochran. "Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics." Paper presented at the Physics Education Research Conference 2003, Madison, WI, August 6-7, 2003. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421 (accessed 25 October 2014).
MLA Format
Sabella, Mel, and Geraldine L. Cochran. "Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics." Physics Education Research Conference 2003. Madison, WI: 2003. 89-92 Vol. 720 of PER Conference. 25 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421>.
BibTeX Export Format
@inproceedings{ Author = "Mel Sabella and Geraldine L. Cochran", Title = {Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics}, BookTitle = {Physics Education Research Conference 2003}, Pages = {89-92}, Address = {Madison, WI}, Series = {PER Conference}, Volume = {720}, Month = {August 6-7}, Year = {2003} }
Refer Export Format

%A Mel Sabella
%A Geraldine L. Cochran
%T Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics
%S PER Conference
%V 720
%D August 6-7 2003
%P 89-92
%C Madison, WI
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421
%O Physics Education Research Conference 2003
%O August 6-7
%O text/html

EndNote Export Format

%0 Conference Proceedings
%A Sabella, Mel
%A Cochran, Geraldine L.
%D August 6-7 2003
%T Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics
%B Physics Education Research Conference 2003
%C Madison, WI
%V 720
%P 89-92
%S PER Conference
%8 August 6-7
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421


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Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics:


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