PERC 2022 Abstract Detail Page
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| Abstract Title: | Connecting the cognitive and discursive aspects of mathematical sensemaking in student discussions of the photoelectric effect |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | In science education research, sensemaking has been described in a variety of ways: as an epistemological stance, as a cognitive process, and as discourse practice [1]. We analyze three episodes of student interactions in an introductory physics class during an activity on the photoelectric effect using a cognitive process sensemaking framework [2]. We employ the framework at a more fine-grained scale than originally designed. In doing so, we are able to highlight the connections between the cognitive and discursive aspects of sensemaking. In particular, we see how critique can be used in coordination between modes or as a tool to facilitate translations for self-explanation. |
| Footnote: | [1] T. O. B. Odden and R. S. Russ, Defining sensemaking: Bringing clarity to a fragmented theoretical construct, Science Education 103, 187 (2019). [2] J. D. Gifford and N. D. Finkelstein, Categorical framework for mathematical sense making in physics, Physical Review Physics Education Research 16, 020121 (2020). |
| Session Time: | Virtual Poster Session |
| Poster Number: | V-12 |
Author/Organizer Information | |
| Primary Contact: |
Mary Bridget Kustusch DePaul University Chicago, IL 60614 Phone: 7733250389 |
| Co-Author(s) and Co-Presenter(s) |
Smriti Singh (she/her/hers), DePaul University Sam Smiley (they/them), RELAY Graduate School of Education |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
