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Physical Review Special Topics - Physics Education Research
written by Dehui Hu and N. Sanjay Rebello
Calculus is used across many physics topics from introductory to upper-division courses. The fundamental concepts of differentiation and integration are important tools for solving real-world problems involving nonuniformly distributed quantities. Research in physics education has reported students' lack of ability to transfer their calculus knowledge to physics. In order to better understand students' deficiencies, we collected data from group teaching or learning interviews as students solved physics problems requiring setting up integrals. We adapted the conceptual blending framework from cognitive science to make sense of the ways in which students combined their knowledge from calculus and physics to set up integrals. We found that many students were not able to blend their mathematics and physics knowledge in a productive way though they have the required mathematics knowledge. We discussed the productive and unproductive blends that students created when setting up integrals. The results of the study also suggested possible strategies to shifting students' constructing of blends to more powerful ones.
Subjects Levels Resource Types
Education Foundations
- Cognition
- Learning Theory
= Cognitive Modeling
= Transfer
- Problem Solving
= Processes
Mathematical Tools
- Calculus
- Lower Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.9.020118
NSF Number:
0816207
PACS:
01.40.-d
Record Creator:
Metadata instance created December 18, 2013 by Lyle Barbato
Record Updated:
July 27, 2016 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2013
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Record Link
AIP Format
D. Hu and N. Rebello, Phys. Rev. ST Phys. Educ. Res. 9 (2), 020118 (2013), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.9.020118).
AJP/PRST-PER
D. Hu and N. Rebello, Using conceptual blending to describe how students use mathematical integrals in physics, Phys. Rev. ST Phys. Educ. Res. 9 (2), 020118 (2013), <http://dx.doi.org/10.1103/PhysRevSTPER.9.020118>.
APA Format
Hu, D., & Rebello, N. (2013, November 12). Using conceptual blending to describe how students use mathematical integrals in physics. Phys. Rev. ST Phys. Educ. Res., 9(2), 020118. Retrieved December 12, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.9.020118
Chicago Format
Hu, Dehui, and N. Sanjay Rebello. "Using conceptual blending to describe how students use mathematical integrals in physics." Phys. Rev. ST Phys. Educ. Res. 9, no. 2, (November 12, 2013): 020118, http://dx.doi.org/10.1103/PhysRevSTPER.9.020118 (accessed 12 December 2017).
MLA Format
Hu, Dehui, and N. Sanjay Rebello. "Using conceptual blending to describe how students use mathematical integrals in physics." Phys. Rev. ST Phys. Educ. Res. 9.2 (2013): 020118. 12 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.9.020118>.
BibTeX Export Format
@article{ Author = "Dehui Hu and N. Sanjay Rebello", Title = {Using conceptual blending to describe how students use mathematical integrals in physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {9}, Number = {2}, Pages = {020118}, Month = {November}, Year = {2013} }
Refer Export Format

%A Dehui Hu
%A N. Sanjay Rebello
%T Using conceptual blending to describe how students use mathematical integrals in physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 9
%N 2
%D November 12, 2013
%P 020118
%U http://dx.doi.org/10.1103/PhysRevSTPER.9.020118
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hu, Dehui
%A Rebello, N. Sanjay
%D November 12, 2013
%T Using conceptual blending to describe how students use mathematical integrals in physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 9
%N 2
%P 020118
%8 November 12, 2013
%U http://dx.doi.org/10.1103/PhysRevSTPER.9.020118


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