written by Erin Ronayne Sohr, Ayush Gupta, Andrew Elby, and Benjamin W. Dreyfus

We focus on a student Chad's sense-making with representations (inscriptions) of both standard forms found in quantum textbooks and emergently constructed non-standard forms. Through fine-timescale analysis of video from a clinical interview, we document the different ways in which the inscription becomes embedded in the student's reasoning. Our findings show that the inscriptional system generated by Chad shapes, and is shaped by, his sense-making and causal reasoning, and that the standard forms recruited can provide a space for action, beyond that of simple read-out. We briefly touch on some guiding instructional design choices and directions of future research.

• Download PERC2016_Sohr.pdf - 2020kb Adobe PDF Document

Last Modified December 1, 2016

This file is included in the full-text index.