PERC 2020 Abstract Detail Page
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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 |
| Co-Author(s) and Co-Presenter(s) |
Lauren A. Barth-Cohen, University of Utah Sarah K. Braden, Utah State University Sara Gailey, Utah State University |
