Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
written by
Carina M. Rebello and
N. Sanjay Rebello
Previous studies have focused on the resources that students activate and utilize while solving a given physics problem. However, few studies explore how students relate a given resource such as an equation, to various types of physics problems and contexts and how they ascertain the meaning and applicability of that resource. We explore how students view physics equations, derive meaning from those equations, and use those equations in physics problem solving. We adapt Dubinsky and McDonald's description of APOS (action-process-object-schema) theory of learning in mathematics, to construct a theoretical framework that describes how students interpret and use equations in physics in terms of actions, processes, objects, and schemas. This framework provides a lens for understanding how students construct their understanding of physics concepts and their relation to equations. We highlight how APOS theory can be operationalized to serve as a lens for studying the use of mathematics in physics problem solving.
Physics Education Research Conference 2011
Part of the PER Conference series Omaha, Nebraska: August 3-4, 2011 Volume 1413, Pages 311-314
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=11875">Rebello, Carina, and N. Sanjay Rebello. "Adapting a theoretical framework for characterizing students' use of equations in physics problem solving." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011.</a>
AIP Format
C. Rebello and N. Rebello, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11875&DocID=2722).
AJP/PRST-PER
C. Rebello and N. Rebello, Adapting a theoretical framework for characterizing students' use of equations in physics problem solving, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11875&DocID=2722>.
APA Format
Rebello, C., & Rebello, N. (2011, August 3-4). Adapting a theoretical framework for characterizing students' use of equations in physics problem solving. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved July 22, 2018, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11875&DocID=2722
Chicago Format
Rebello, Carina, and N. Sanjay Rebello. "Adapting a theoretical framework for characterizing students' use of equations in physics problem solving." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11875&DocID=2722 (accessed 22 July 2018).
MLA Format
Rebello, Carina, and N. Sanjay Rebello. "Adapting a theoretical framework for characterizing students' use of equations in physics problem solving." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 311-314 Vol. 1413 of PER Conference. 22 July 2018 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11875&DocID=2722>.
BibTeX Export Format
@inproceedings{
Author = "Carina Rebello and N. Sanjay Rebello",
Title = {Adapting a theoretical framework for characterizing students' use of equations in physics problem solving},
BookTitle = {Physics Education Research Conference 2011},
Pages = {311-314},
Address = {Omaha, Nebraska},
Series = {PER Conference},
Volume = {1413},
Month = {August 3-4},
Year = {2011}
}
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%A Carina Rebello
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%0 Conference Proceedings Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Adapting a theoretical framework for characterizing students' use of equations in physics problem solving:Know of another related resource? Login to relate this resource to it. |
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