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Edgar D. Corpuz and N. Sanjay Rebello
Our previous research showed that students' mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investigate how students can be helped to improve their present models of microscopic friction. Teaching interviews were conducted to study the dynamics of their model construction as they interacted with the interviewer, the scaffolding activities, and/or with each other. In this paper, we present the different scaffolding activities and the variation in the ideas that students generated as they did the hands-on and minds-on scaffolding activities. Results imply that through a series of carefully designed scaffolding activities, it is possible to facilitate the refinement of students' ideas of microscopic friction.
Physical Review Special Topics - Physics Education Research: Volume 7, Issue 2, Pages 020103
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=11940">Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (July 26, 2011): 020103.</a>
AIP Format
E. Corpuz and N. Rebello, , Phys. Rev. ST Phys. Educ. Res. 7 (2), 020103 (2011), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.7.020103).
AJP/PRST-PER
E. Corpuz and N. Rebello, Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020103 (2011), <https://doi.org/10.1103/PhysRevSTPER.7.020103>.
APA Format
Corpuz, E., & Rebello, N. (2011, July 26). Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development. Phys. Rev. ST Phys. Educ. Res., 7(2), 020103. Retrieved April 20, 2024, from https://doi.org/10.1103/PhysRevSTPER.7.020103
Chicago Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (July 26, 2011): 020103, https://doi.org/10.1103/PhysRevSTPER.7.020103 (accessed 20 April 2024).
MLA Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7.2 (2011): 020103. 20 Apr. 2024 <https://doi.org/10.1103/PhysRevSTPER.7.020103>.
BibTeX Export Format
@article{
Author = "Edgar Corpuz and N. Sanjay Rebello",
Title = {Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {7},
Number = {2},
Pages = {020103},
Month = {July},
Year = {2011}
}
Refer Export Format
%A Edgar Corpuz %A N. Sanjay Rebello %T Investigating students' mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development %J Phys. Rev. ST Phys. Educ. Res. %V 7 %N 2 %D July 26, 2011 %P 020103 %U https://doi.org/10.1103/PhysRevSTPER.7.020103 %O application/pdf
EndNote Export Format
%0 Journal Article %A Corpuz, Edgar %A Rebello, N. Sanjay %D July 26, 2011 %T Investigating students' mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development %J Phys. Rev. ST Phys. Educ. Res. %V 7 %N 2 %P 020103 %8 July 26, 2011 %U https://doi.org/10.1103/PhysRevSTPER.7.020103 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. |
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