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Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
written by
Trevor S. Volkwyn, John Airey, Bor Gregorcic, Filip Heijkensköld, and Cedric J. Linder
The construction of physics knowledge of necessity entails the combination of a wide range of resources, (e.g. specialized language, graphs, algebra, diagrams, equipment, gesture, etc.). In this study we documented physics students' use of different resources when working with an "invisible" phenomenon; - magnetic field. Using a social semiotic framework, we show how appropriate coordination of resources not only enabled students to learn something about the Earth's magnetic field, but also about the use of an abstract mathematical tool; --coordinate systems. Our work leads us to make three suggestions: (1) The potential for learning physics can be maximized by designing tasks that encourage students to use a specific set of resources. (2) Thought should be put into what this particular set of resources should be and how they may be coordinated. (3) Close attention to the different resources that students use can allow physics teachers to gauge the learning occurring in their classrooms.
Physics Education Research Conference 2017
Part of the PER Conference series Cincinnati, OH: July 26-27, 2017 Pages 408-411
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=14657">Volkwyn, T, J. Airey, B. Gregorcic, F. Heijkensköld, and C. Linder. "Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017.</a>
AIP Format
T. Volkwyn, J. Airey, B. Gregorcic, F. Heijkensköld, and C. Linder, , presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834).
AJP/PRST-PER
T. Volkwyn, J. Airey, B. Gregorcic, F. Heijkensköld, and C. Linder, Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834>.
APA Format
Volkwyn, T., Airey, J., Gregorcic, B., Heijkensköld, F., & Linder, C. (2017, July 26-27). Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved April 26, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834
Chicago Format
Volkwyn, T, J. Airey, B. Gregorcic, F. Heijkensköld, and C. Linder. "Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834 (accessed 26 April 2024).
MLA Format
Volkwyn, Trevor, John Airey, Bor Gregorcic, Filip Heijkensköld, and Cedric J. Linder. "Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 408-411 of PER Conference. 26 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834>.
BibTeX Export Format
@inproceedings{
Author = "Trevor Volkwyn and John Airey and Bor Gregorcic and Filip Heijkensköld and Cedric J. Linder",
Title = {Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena},
BookTitle = {Physics Education Research Conference 2017},
Pages = {408-411},
Address = {Cincinnati, OH},
Series = {PER Conference},
Month = {July 26-27},
Year = {2017}
}
Refer Export Format
%A Trevor Volkwyn %A John Airey %A Bor Gregorcic %A Filip Heijkensköld %A Cedric J. Linder %T Physics students learning about abstract mathematical tools when engaging with "invisible" phenomena %S PER Conference %D July 26-27 2017 %P 408-411 %C Cincinnati, OH %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834 %O Physics Education Research Conference 2017 %O July 26-27 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Volkwyn, Trevor %A Airey, John %A Gregorcic, Bor %A Heijkensköld, Filip %A Linder, Cedric J. %D July 26-27 2017 %T Physics students learning about abstract mathematical tools when engaging with "invisible" phenomena %B Physics Education Research Conference 2017 %C Cincinnati, OH %P 408-411 %S PER Conference %8 July 26-27 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14657&DocID=4834 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.
Citation Source Information
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. Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena:Know of another related resource? Login to relate this resource to it. |
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