• Open Access

Using resource graphs to represent conceptual change

Michael C. Wittmann
Phys. Rev. ST Phys. Educ. Res. 2, 020105 – Published 29 August 2006

Abstract

We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we analyze another form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.

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  • Received 8 March 2006

DOI:https://doi.org/10.1103/PhysRevSTPER.2.020105

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Authors & Affiliations

Michael C. Wittmann*

  • Department of Physics, University of Maine, Orono, Maine 04469-5709, USA

  • *Electronic address: wittmann@umit.maine.edu

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Vol. 2, Iss. 2 — July - December 2006

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