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Using Conceptual Blending to model how we interpret computational models
written by Brandon R. Lunk
With the growing integration of computational modeling in introductory physics curricula, educators face an increasing need to understand how students read and compose programming code so as to better support those students' learning. In this paper, I will discuss Conceptual Blending as a framework for modeling how we read physical, mathematical, and logical meaning into the structural and grammatical features of programming code; modeling how features of the programming representation can affect student reasoning, both productively and counter-productively; and informing instructional interventions. After a discussion of the framework, I will present a case study to help illustrate how conceptual blending can help interpret student difficulties.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 336-341
Subjects Levels Resource Types
Education Foundations
- Alternative Conceptions
- Cognition
- Learning Theory
= Cognitive Modeling
= Representations
- Problem Solving
= Frameworks
General Physics
- Computational Physics
- Scientific Reasoning
- Graduate/Professional
- Reference Material
= Research study
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Mirror:
https://doi.org/10.1119/perc.2019…
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Free access
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This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2019.pr.Lunk
Keyword:
PERC 2019
Record Creator:
Metadata instance created January 7, 2020 by Lyle Barbato
Record Updated:
January 8, 2020 by Lyle Barbato
Last Update
when Cataloged:
January 8, 2020
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Record Link
AIP Format
B. Lunk, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212).
AJP/PRST-PER
B. Lunk, Using Conceptual Blending to model how we interpret computational models, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212>.
APA Format
Lunk, B. (2019, July 24-25). Using Conceptual Blending to model how we interpret computational models. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved October 28, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212
Chicago Format
Lunk, Brandon R.. "Using Conceptual Blending to model how we interpret computational models." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212 (accessed 28 October 2020).
MLA Format
Lunk, Brandon R.. "Using Conceptual Blending to model how we interpret computational models." Physics Education Research Conference 2019. Provo, UT: 2019. 336-341 of PER Conference. 28 Oct. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212>.
BibTeX Export Format
@inproceedings{ Author = "Brandon R. Lunk", Title = {Using Conceptual Blending to model how we interpret computational models}, BookTitle = {Physics Education Research Conference 2019}, Pages = {336-341}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Brandon R. Lunk
%T Using Conceptual Blending to model how we interpret computational models
%S PER Conference
%D July 24-25 2019
%P 336-341
%C Provo, UT
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212
%O Physics Education Research Conference 2019
%O July 24-25
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Lunk, Brandon R.
%D July 24-25 2019
%T Using Conceptual Blending to model how we interpret computational models
%B Physics Education Research Conference 2019
%C Provo, UT
%P 336-341
%S PER Conference
%8 July 24-25
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15300&DocID=5212


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