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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
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Cognition
= Cognition Development
Mathematical Tools
- Coordinate Systems
Other Sciences
- Geoscience
- High School
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2017…
Access Rights:
Free access
License:
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.2017.pr.097
Keyword:
PERC 2017
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
February 28, 2018 by Lyle Barbato
Last Update
when Cataloged:
March 1, 2018
ComPADRE is beta testing Citation Styles!

Record Link
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 November 23, 2020, 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 23 November 2020).
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. 23 Nov. 2020 <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


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The AIP Style presented is based on information from the AIP Style Manual.

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