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Physical Review Special Topics - Physics Education Research
written by Thomas J. Bing and Edward F. Redish
Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work we have demonstrated that some of these difficulties may be epistemological. Students may limit the kinds of knowledge that they use. For example, they may use formal manipulations and ignore physical sense making or vice versa. Both beginning (novice) and intermediate (journeymen) students demonstrate these difficulties. Learning both to switch one's epistemological lens on a problem and to integrate different kinds of knowledge is a critical component of learning to solve problems in physics effectively. In this paper, we present two case studies in which journeyman students (upper-division physics majors) demonstrate switching between epistemological resources in approaching a complex problem. We conjecture that mastering these epistemological skills is an essential component of learning complex problem solving in physics.
Subjects ADS Supplements Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
- Problem Solving
= Expert-Novice Comparisons
= Processes
- Student Characteristics
= Skills
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Formats:
application/pdf
text/html
Mirror:
http://dx.doi.org/10.1103/PhysRev…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.8.010105
NSF Numbers:
0440113
0524987
PACSs:
01.40.Fk
01.30.lb
Keywords:
epistemology, novice-intermediate comparisons, problem solving
Record Creator:
Metadata instance created April 30, 2012 by Lyle Barbato
Record Updated:
May 28, 2013 by Vince Kuo
Last Update
when Cataloged:
February 10, 2012
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Record Link
AIP Format
T. Bing and E. Redish, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010105 (2012), WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846).
AJP/PRST-PER
T. Bing and E. Redish, Epistemic complexity and the journeyman-expert transition, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010105 (2012), <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846>.
APA Format
Bing, T., & Redish, E. (2012, February 10). Epistemic complexity and the journeyman-expert transition. Phys. Rev. ST Phys. Educ. Res., 8(1), 010105. Retrieved September 22, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846
Chicago Format
Bing, Thomas J., and Edward F. Redish. "Epistemic complexity and the journeyman-expert transition." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (February 10, 2012): 010105, http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846 (accessed 22 September 2014).
MLA Format
Bing, Thomas J., and Edward F. Redish. "Epistemic complexity and the journeyman-expert transition." Phys. Rev. ST Phys. Educ. Res. 8.1 (2012): 010105. 22 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846>.
BibTeX Export Format
@article{ Author = "Thomas J. Bing and Edward F. Redish", Title = {Epistemic complexity and the journeyman-expert transition}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {8}, Number = {1}, Pages = {010105}, Month = {February}, Year = {2012} }
Refer Export Format

%A Thomas J. Bing
%A Edward F. Redish
%T Epistemic complexity and the journeyman-expert transition
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 1
%D February 10, 2012
%P 010105
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Bing, Thomas J.
%A Redish, Edward F.
%D February 10, 2012
%T Epistemic complexity and the journeyman-expert transition
%J Phys. Rev. ST Phys. Educ. Res.
%V 8
%N 1
%P 010105
%8 February 10, 2012
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11922&DocID=2846


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

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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