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Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics
When presented with a question, students activate a set of knowledge, or schema, that they use to respond to the question. For many instructors, one of the goals of the introductory physics course is to help students build robust schemas of formal knowledge that are activated for a given task. In this paper, we present evidence that suggests that even when schemas of formal knowledge are formed, students often struggle to activate this knowledge. We focus on the analysis of interviews with two introductory physics students concerning the topic of dynamics. We also demonstrate that the act of explaining, during the interview, has a profound impact on the students' responses.
Physics Education Research Conference 2003
Part of the PER Conference series Madison, WI: August 6-7, 2003 Volume 720, Pages 89-92
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=2856">Sabella, Mel, and Geraldine L. Cochran. "Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics." Paper presented at the Physics Education Research Conference 2003, Madison, WI, August 6-7, 2003.</a>
![]() M. Sabella and G. Cochran, , presented at the Physics Education Research Conference 2003, Madison, WI, 2003, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421).
![]() M. Sabella and G. Cochran, Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics, presented at the Physics Education Research Conference 2003, Madison, WI, 2003, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421>.
![]() Sabella, M., & Cochran, G. (2003, August 6-7). Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics. Paper presented at Physics Education Research Conference 2003, Madison, WI. Retrieved February 9, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421
![]() Sabella, Mel, and Geraldine L. Cochran. "Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics." Paper presented at the Physics Education Research Conference 2003, Madison, WI, August 6-7, 2003. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421 (accessed 9 February 2025).
![]() Sabella, Mel, and Geraldine L. Cochran. "Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics." Physics Education Research Conference 2003. Madison, WI: 2003. 89-92 Vol. 720 of PER Conference. 9 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421>.
![]() @inproceedings{
Author = "Mel Sabella and Geraldine L. Cochran",
Title = {Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics},
BookTitle = {Physics Education Research Conference 2003},
Pages = {89-92},
Address = {Madison, WI},
Series = {PER Conference},
Volume = {720},
Month = {August 6-7},
Year = {2003}
}
![]() %A Mel Sabella %A Geraldine L. Cochran %T Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics %S PER Conference %V 720 %D August 6-7 2003 %P 89-92 %C Madison, WI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421 %O Physics Education Research Conference 2003 %O August 6-7 %O text/html ![]() %0 Conference Proceedings %A Sabella, Mel %A Cochran, Geraldine L. %D August 6-7 2003 %T Evidence of Intuitive and Formal Knowledge in Student Responses: Examples from the Context of Dynamics %B Physics Education Research Conference 2003 %C Madison, WI %V 720 %P 89-92 %S PER Conference %8 August 6-7 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=2856&DocID=3421 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.
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