The object coordination class applied to wave pulses: Analysing student reasoning in wave physics
By Michael C. Wittmann. 2002
153 citations recorded by the source corpus.
Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wave pulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues (diSessa and Sherin, International Journal of Science Education, 1998, 20, 1155-1191). Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc.) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organizing the research data, problematic aspects of the model are also discussed.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3da109d5a8de8b75eaceb66b52296e9c82c47e2d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- David M. Hammer
- Edward F. Redish
- Ayush Gupta
- Judah L. Schwartz
- Haim Eshach
- Andrew Elby
- Eric Weilin Kuo
- Julie Gainsburg
In Education
- David M. Hammer
- Ayush Gupta
- Edward F. Redish
- Judah L. Schwartz
- Haim Eshach
- Andrew Elby
- Eric Weilin Kuo
- Julie Gainsburg
Citations in the corpus
- Sound Stuff? Naïve materialism in middle‐school students’ conceptions of sound (2006, result): “Support to our explanation may be found in Wittmann (2002), who found that even university students “predominantly and inappropriately use the familiar context of reasoning about objects when thinking about many situations in wave physics” (p. 97).”
- The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “In documenting how students reason about different wave phenomena such as propagation velocity and superposition, Wittmann (2002) observed that in a university physics class “students approach the topic of wave physics using both event-like and object-like descriptions of wave pulses” (p.”