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Abstract Title: "Charges are everywhere": A case of student sensemaking about electric current
Abstract: In recent years, there has been a growing interest in how students make sense of physics concepts, but there is as of yet little consensus on what it actually means for students to "make sense" of physics. We propose a theoretical model for the sensemaking process synthesized from the science education literature on sensemaking. We then present a case study of two introductory physics students articulating and resolving an inconsistency in their understanding of electric circuits in a clinical interview context. We argue, based on the students' discourse and framing, that this case both supports the model and demonstrates how a particularly vexing question can drive students through that process.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Tor Ole Odden
University of Wisconsin-Madison
Teacher Education Building, Office 215b
225 North Mills Street
Madison, WI 53706
Co-Author(s)
and Co-Presenter(s)
Rosemary Russ, University of Wisconsin-Madison