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Explaining Newton's laws of motion: using student reasoning through representations to develop conceptual understanding

Citation

Waldrip, BG and Prain, V and Sellings, P, Explaining Newton's laws of motion: using student reasoning through representations to develop conceptual understanding, Instructional Science: An International Journal of Learning and Cognition, 41, (1) pp. 165-189. ISSN 0020-4277 (2013) [Refereed Article]

Copyright Statement

Copyright 2012 Springer Science+Business Media B.V.

DOI: doi:10.1007/s11251-012-9223-8

Abstract

The development of studentsí reasoning and argumentation skills in school science is currently attracting strong research interest. In this paper we report on a study where we aimed to investigate student learning on the topic of motion when students, guided by their teacher, responded to a sequence of representational challenges in which their representational claims functioned as both process and product for reasoning about this topic. This qualitative case study entailed collection of data through classroom observation, transcripts of student/teacher interactions, and interviews with teacher and students. We found that students participated in various reasoning processes in generating and critiquing their own and other studentsí representations on the topic of motion, contributing to positive engagement with the topic and conceptual understanding. We identified several pedagogical principles that support this learning.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education Systems
Research Field:Secondary Education
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Waldrip, BG (Professor Bruce Waldrip)
ID Code:95144
Year Published:2013
Web of Science® Times Cited:5
Deposited By:Education
Deposited On:2014-09-25
Last Modified:2014-11-25
Downloads:0

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