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written by Cody Sandifer
This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that provide support (or not) for students' sense-making discussions. To do this, two student groups were videotaped as they participated in force/motion activities. Analysis revealed that sense-making discussion was influenced by an occasional lack of teacher adherence to the curriculum philosophy, particular types of discussion prompts, the drawing of free-body and energy diagrams, and other teacher and curriculum factors.
Physics Education Research Conference 2004
Part of the PER Conference series
Sacramento, California: August 4-5, 2004
Volume 790, Pages 141-144
Subjects ADS Supplements Resource Types
Classical Mechanics
- Motion in One Dimension
- Motion in Two Dimensions
Education Foundations
- Teacher Characteristics
Education Practices
- Active Learning
= Inquiry Learning
- Reference Material
= Research study
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- Educators
- Professional/Practitioners
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Mirror:
http://dx.doi.org/10.1063/1.2084721
Access Rights:
Free access and
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Restriction:
© 2004 American Institute of Physics
DOI:
10.1063/1.2084721
PACSs:
01.40.Fk
01.40.Gm
01.40.Jp
01.40.Ej
Keywords:
PERC 2004, education, force, inquiry-based learning, pedagogy, small-group discussions, teacher training, teaching
Record Cloner:
Metadata instance created October 19, 2009 by Alea Smith
Record Updated:
September 10, 2012 by Caroline Hall
Last Update
when Cataloged:
August 4, 2004
Other Collections:

AAAS Benchmark Alignments (2008 Version)

4. The Physical Setting

4F. Motion
  • 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
  • 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

9. The Mathematical World

9B. Symbolic Relationships
  • 9-12: 9B/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

Common Core State Standards for Mathematics Alignments

Expressions and Equations (6-8)

Understand the connections between proportional relationships, lines, and linear equations. (8)
  • 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

Functions (8)

Use functions to model relationships between quantities. (8)
  • 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

High School — Functions (9-12)

Linear, Quadratic, and Exponential Models? (9-12)
  • F-LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
  • F-LE.1.c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
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Record Link
AIP Format
C. Sandifer, presented at the Physics Education Research Conference 2004, Sacramento, California, 2004, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774).
AJP/PRST-PER
C. Sandifer, Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion presented at the Physics Education Research Conference 2004, Sacramento, California, 2004, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774>.
APA Format
Sandifer, C. (2004, August 4-5). Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion. Paper presented at Physics Education Research Conference 2004, Sacramento, California. Retrieved July 31, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774
Chicago Format
Sandifer, Cody. "Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion." Paper presented at the Physics Education Research Conference 2004, Sacramento, California, August 4-5, 2004. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774 (accessed 31 July 2014).
MLA Format
Sandifer, Cody. "Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion." Physics Education Research Conference 2004. Sacramento, California: 2004. 141-144 Vol. 790 of PER Conference. 31 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774>.
BibTeX Export Format
@inproceedings{ Author = "Cody Sandifer", Title = {Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion}, BookTitle = {Physics Education Research Conference 2004}, Pages = {141-144}, Address = {Sacramento, California}, Series = {PER Conference}, Volume = {790}, Month = {August 4-5}, Year = {2004} }
Refer Export Format

%A Cody Sandifer
%T Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
%S PER Conference
%V 790
%D August 4-5 2004
%P 141-144
%C Sacramento, California
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774
%O Physics Education Research Conference 2004
%O August 4-5
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Sandifer, Cody
%D August 4-5 2004
%T Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
%B Physics Education Research Conference 2004
%C Sacramento, California
%V 790
%P 141-144
%S PER Conference
%8 August 4-5
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9553&DocID=2774


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