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Abstract Title: A case of successful learning about magnetism through the use of evidence
Abstract: This paper explores the remarkable success of one 7th grade student as she discovers foundational concepts of magnetism while engaging in an NGSS-aligned unit on modeling magnetism. Student success in modeling is of particular interest in the PER community, through understanding how students are able to create mechanistic models, we can reveal core practices which in turn can be used to inform instructional design. Here we examine one student who was able to synthesize the key concepts of magnetism: that a magnet is comprised of microscopic magnetic dipoles and that the orientation of these dipoles determines the orientation of the macroscopic polarity. We present significant excerpts of the progression of the modeling process in order to illustrate her iterative use of evidence to guide her reasoning, her use of prior knowledge, and the roles of teachers and peers.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.J2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Tamara Young
University of Utah
Millcreek, UT 84109-2214
Phone: 8016346722
and Co-Presenter(s)
Lauren A. Barth-Cohen, University of Utah
Sarah K. Braden, Utah State University
Sara Gailey, Utah State University