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Abstract Title: Examining the situated productivity of students’ conceptual resources over the course of problem-solving interviews
Abstract: A central tenet of the resources theoretical framework is that the knowledge elements that comprise thinking – i.e., resources -- are sensible, based on experience, and continuous with formal physics in some situations. While many authors agree that students' conceptual resources can be continuous with formal physics, few have discussed how specific resources develop into canonical physics concepts. In this poster, we closely examine the progression of one introductory physics student's thinking during an exploratory problem-solving interview, attending to the role that specific conceptual resources play in the evolution of the student's ideas over short time-scales. We argue that two commonly activated resources for wave propagation (treating a pulse as an object moving through a medium and treating a pulse as a propagating disturbance) are integral to the conceptual progress she makes during this episode, and therefore can be considered productive for this situation. By examining this example of resources' situated productivity, we aim to shed light on how instruction can value and build upon the resources that students bring to bear on physics reasoning.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C27
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Lisa M. Goodhew
University of Washington
3910 15th Ave NE
Seattle, WA 98195
Phone: 3035878579
Co-Author(s)
and Co-Presenter(s)
Amy D. Robertson, Seattle Pacific University
Paula R.L. Heron, University of Washington
Rachel E. Scherr, Seattle Pacific University

Contributed Poster

Contributed Poster: Download the Contributed Poster