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Physical Review Special Topics - Physics Education Research
written by Noah S. Podolefsky and Noah D. Finkelstein
Previously, we proposed a model of student reasoning which combines the roles of representation, analogy, and layering of meaning--analogical scaffolding [Podolefsky and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007)]. The present empirical studies build on this model to examine its utility and demonstrate the vital intertwining of representation, analogy, and conceptual learning in physics. In two studies of student reasoning using analogy, we show that representations couple to students' existing prior knowledge and also lead to the dynamic formation of new knowledge. Students presented with abstract, concrete, or blended (both abstract and concrete) representations produced markedly different response patterns. In the first study, using analogies to scaffold understanding of electromagnetic (EM) waves, students in the blend group were more likely to reason productively about EM waves than students in the abstract group by as much as a factor of 3 (73% vs 24% correct, p=0.002 ). In the second study, examining representation use within one domain (sound waves), the blend group was more likely to reason productively about sound waves than the abstract group by as much as a factor of 2 (48% vs 23% correct, p=0.002 ). Using the analogical scaffolding model we examine when and why students succeed and fail to use analogies and interpret representations appropriately.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
- Pedagogy
= Analogies
Electricity & Magnetism
- General
General Physics
- Physics Education Research
- Reference Material
= Research study
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© 2007 The American Physical Society
DOI:
10.1103/PhysRevSTPER.3.020104
ISSN Number:
1554-9178
NSF Numbers:
0410744
0448176
Keywords:
EM, analogy, electromagnetic waves, layering of meaning, representation, sound waves
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
July 14, 2013 by Lyle Barbato
Last Update
when Cataloged:
September 14, 2007
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AIP Format
N. Podolefsky and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020104 (2007), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.3.020104).
AJP/PRST-PER
N. Podolefsky and N. Finkelstein, Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies Phys. Rev. ST Phys. Educ. Res. 3 (2), 020104 (2007), <http://dx.doi.org/10.1103/PhysRevSTPER.3.020104>.
APA Format
Podolefsky, N., & Finkelstein, N. (2007, September 14). Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies. Phys. Rev. ST Phys. Educ. Res., 3(2), 020104. Retrieved July 22, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.3.020104
Chicago Format
Podolefsky, Noah S., and Noah Finkelstein. "Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies." Phys. Rev. ST Phys. Educ. Res. 3, no. 2, (September 14, 2007): 020104, http://dx.doi.org/10.1103/PhysRevSTPER.3.020104 (accessed 22 July 2014).
MLA Format
Podolefsky, Noah S., and Noah Finkelstein. "Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies." Phys. Rev. ST Phys. Educ. Res. 3.2 (2007): 020104. 22 July 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.3.020104>.
BibTeX Export Format
@article{ Author = "Noah S. Podolefsky and Noah Finkelstein", Title = {Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {3}, Number = {2}, Pages = {020104}, Month = {September}, Year = {2007} }
Refer Export Format

%A Noah S. Podolefsky
%A Noah Finkelstein
%T Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%D September 14, 2007
%P 020104
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020104
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Podolefsky, Noah S.
%A Finkelstein, Noah
%D September 14, 2007
%T Analogical scaffolding and the learning of abstract ideas in physics: Empirical studies
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%P 020104
%8 September 14, 2007
%@ 1554-9178
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020104


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