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Abstract Title: An episode of disciplinary engagement during an interactive lecture
Abstract: Goals of introductory physics education have extended beyond conceptual knowledge to students' engagement in the discipline of science. In our current project, we are identifying moments of disciplinary engagement to document and analyze, to try to understand what contributes to their occurrence. In this poster, we present a moment from an introductory physics class at Tufts, a student-driven debate about the accelerations for a block and a cylinder subjected to the same force.* This case is of particular interest for the number and intensity of student contributions, and for the wide variety of arguments they offer. We present video excerpts of the episode and an analysis of its dynamics, how it began and how it sustained.

*From McDermott, et al (1998)
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Anna McLean Phillips
Tufts University
Medford, MA
Co-Author(s)
and Co-Presenter(s)
Jessica Watkins, David Hammer