Journal Article Detail Page
written by
Olivia Levrini and Andrea A. diSessa
This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is "coordination class theory," which is an evolving model of concepts and conceptual change. The paper will focus on showing to what extent and in what sense most of the conditions and events in the data corpus seem understandable from the point of view of coordination class theory. In addition, however, some extensions of the theory are implicated, although we argue that they are "natural" extensions, improvements that extend, but do not threaten, the core theory. In particular, we observe students articulately aligning different ways of determining proper time, and we conjecture, more generally, that such a process is strongly consistent with coordination class theory and likely to be productive in other cases of conceptual change. The empirical analysis is explicitly connected to the general issue of theories and theory development in studies of conceptual change.
Physical Review Special Topics - Physics Education Research: Volume 4, Issue 1, Pages 010107
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=7544">Levrini, Olivia, and Andrea diSessa. "How students learn from multiple contexts and definitions: Proper time as a coordination class." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (April 23, 2008): 010107.</a>
AIP Format
O. Levrini and A. diSessa, , Phys. Rev. ST Phys. Educ. Res. 4 (1), 010107 (2008), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.4.010107).
AJP/PRST-PER
O. Levrini and A. diSessa, How students learn from multiple contexts and definitions: Proper time as a coordination class, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010107 (2008), <https://doi.org/10.1103/PhysRevSTPER.4.010107>.
APA Format
Levrini, O., & diSessa, A. (2008, April 23). How students learn from multiple contexts and definitions: Proper time as a coordination class. Phys. Rev. ST Phys. Educ. Res., 4(1), 010107. Retrieved December 10, 2024, from https://doi.org/10.1103/PhysRevSTPER.4.010107
Chicago Format
Levrini, Olivia, and Andrea diSessa. "How students learn from multiple contexts and definitions: Proper time as a coordination class." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (April 23, 2008): 010107, https://doi.org/10.1103/PhysRevSTPER.4.010107 (accessed 10 December 2024).
MLA Format
Levrini, Olivia, and Andrea diSessa. "How students learn from multiple contexts and definitions: Proper time as a coordination class." Phys. Rev. ST Phys. Educ. Res. 4.1 (2008): 010107. 10 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.4.010107>.
BibTeX Export Format
@article{
Author = "Olivia Levrini and Andrea diSessa",
Title = {How students learn from multiple contexts and definitions: Proper time as a coordination class},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {4},
Number = {1},
Pages = {010107},
Month = {April},
Year = {2008}
}
Refer Export Format
%A Olivia Levrini %A Andrea diSessa %T How students learn from multiple contexts and definitions: Proper time as a coordination class %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %D April 23, 2008 %P 010107 %U https://doi.org/10.1103/PhysRevSTPER.4.010107 %O application/pdf
EndNote Export Format
%0 Journal Article %A Levrini, Olivia %A diSessa, Andrea %D April 23, 2008 %T How students learn from multiple contexts and definitions: Proper time as a coordination class %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %P 010107 %8 April 23, 2008 %@ 1554-9178 %U https://doi.org/10.1103/PhysRevSTPER.4.010107 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 AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. 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. |
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