Materials Similar to Ontological metaphors for negative energy in an interdisciplinary context
- 52%: Negative Energy: Why Interdisciplinary Physics Requires Multiple Ontologies
- 42%: Dynamics of students’ ontological reasoning across contexts in modern physics
- 37%: Teaching gravitational potential energy: Student interaction with surface manipulatives
- 36%: Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors
- 34%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
- 34%: Students' interdisciplinary reasoning about "high-energy bonds" and ATP
- 33%: Student Epistemology About Mathematical Integration In A Physics Context: A Case Study
- 32%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 32%: Investigating graphical representations of slope and derivative without a physics context
- 32%: Interdisciplinary Thinking and Physics Identity
- 32%: Exploring All I See: Interdisciplinary Affinity and Goal Orientations of Physics and Engineering Majors
- 30%: Investigating the Proposed Affordances and Limitations of the Substance Metaphor for Energy
- 30%: Student reasoning about electrostatic and gravitational potential energy: An exploratory study with interdisciplinary consequences
- 30%: Student difficulties with finding the fine structure corrections to the energy spectrum of the hydrogen atom using degenerate perturbation theory
- 30%: Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
- 30%: A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design
- 29%: Context Dependence of Students’ Views about the Role of Equations in Understanding Biology
- 28%: Representing energy. I. Representing a substance ontology for energy