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Edgar D. Corpuz and N. Sanjay Rebello
In this paper, we discuss the first phase of a multiphase study aimed at investigating the dynamics of students' knowledge construction in the context of unfamiliar physical phenomenon - microscopic friction. The first phase of this study involved the investigation of the variations in students' mental models of microscopic friction. Clinical interviews were conducted with 11 students enrolled in conceptual modern physics to elicit their ideas and generate themes of explanations. A phenomenographic approach of data analysis was employed to establish the variations in students' explanations. Results show that students' mental models of friction at the atomic level are dominated by their macroscopic experiences. Friction at the atomic level according to most students is due to mechanical interactions (interlocking or rubbing of atoms).
Physical Review Special Topics - Physics Education Research: Volume 7, Issue 2, Pages 020102
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=11941">Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (July 26, 2011): 020102.</a>
AIP Format
E. Corpuz and N. Rebello, , Phys. Rev. ST Phys. Educ. Res. 7 (2), 020102 (2011), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.7.020102).
AJP/PRST-PER
E. Corpuz and N. Rebello, Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020102 (2011), <https://doi.org/10.1103/PhysRevSTPER.7.020102>.
APA Format
Corpuz, E., & Rebello, N. (2011, July 26). Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development. Phys. Rev. ST Phys. Educ. Res., 7(2), 020102. Retrieved April 19, 2024, from https://doi.org/10.1103/PhysRevSTPER.7.020102
Chicago Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (July 26, 2011): 020102, https://doi.org/10.1103/PhysRevSTPER.7.020102 (accessed 19 April 2024).
MLA Format
Corpuz, Edgar, and N. Sanjay Rebello. "Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development." Phys. Rev. ST Phys. Educ. Res. 7.2 (2011): 020102. 19 Apr. 2024 <https://doi.org/10.1103/PhysRevSTPER.7.020102>.
BibTeX Export Format
@article{
Author = "Edgar Corpuz and N. Sanjay Rebello",
Title = {Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {7},
Number = {2},
Pages = {020102},
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. I. Implications for curriculum design and development %J Phys. Rev. ST Phys. Educ. Res. %V 7 %N 2 %D July 26, 2011 %P 020102 %U https://doi.org/10.1103/PhysRevSTPER.7.020102 %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. I. Implications for curriculum design and development %J Phys. Rev. ST Phys. Educ. Res. %V 7 %N 2 %P 020102 %8 July 26, 2011 %U https://doi.org/10.1103/PhysRevSTPER.7.020102 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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