Detail Page

European Journal of Physics
written by Dr. Tobias Fredlund, John Airey, and Cedric J. Linder
Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.
European Journal of Physics: Volume 33, Issue 3, Pages 657-666
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
- Communication
= Representations
Education Practices
- Active Learning
Optics
- Geometrical Optics
= Refraction - Flat Surfaces
- Lower Undergraduate
- High School
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Professional/Practitioners
- Educators
- application/pdf
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2012 IOP Publishing Ltd.
DOI:
10.1088/0143-0807/33/3/657
Keywords:
Interactive engagement, disciplinary affordance, non-persistent representations, persistent representations, representations
Record Creator:
Metadata instance created January 10, 2016 by Tobias Fredlund
Record Updated:
June 1, 2016 by Lyle Barbato
Last Update
when Cataloged:
March 29, 2012
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
T. Fredlund, J. Airey, and C. Linder, Eur. J. Phys. 33 (3), 657 (2012), WWW Document, (https://doi.org/10.1088/0143-0807/33/3/657).
AJP/PRST-PER
T. Fredlund, J. Airey, and C. Linder, Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction, Eur. J. Phys. 33 (3), 657 (2012), <https://doi.org/10.1088/0143-0807/33/3/657>.
APA Format
Fredlund, T., Airey, J., & Linder, C. (2012, March 29). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys., 33(3), 657-666. Retrieved May 26, 2022, from https://doi.org/10.1088/0143-0807/33/3/657
Chicago Format
Fredlund, T, J. Airey, and C. Linder. "Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction." Eur. J. Phys. 33, no. 3, (March 29, 2012): 657-666, https://doi.org/10.1088/0143-0807/33/3/657 (accessed 26 May 2022).
MLA Format
Fredlund, Tobias, John Airey, and Cedric J. Linder. "Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction." Eur. J. Phys. 33.3 (2012): 657-666. 26 May 2022 <https://doi.org/10.1088/0143-0807/33/3/657>.
BibTeX Export Format
@article{ Author = "Tobias Fredlund and John Airey and Cedric J. Linder", Title = {Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction}, Journal = {Eur. J. Phys.}, Volume = {33}, Number = {3}, Pages = {657-666}, Month = {March}, Year = {2012} }
Refer Export Format

%A Tobias Fredlund %A John Airey %A Cedric J. Linder %T Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction %J Eur. J. Phys. %V 33 %N 3 %D March 29, 2012 %P 657-666 %U https://doi.org/10.1088/0143-0807/33/3/657 %O application/pdf

EndNote Export Format

%0 Journal Article %A Fredlund, Tobias %A Airey, John %A Linder, Cedric J. %D March 29, 2012 %T Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction %J Eur. J. Phys. %V 33 %N 3 %P 657-666 %8 March 29, 2012 %U https://doi.org/10.1088/0143-0807/33/3/657


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.

Save to my folders

Contribute

Similar Materials