Abstract
From the standpoint both of research and instruction, the variable and dynamic nature of students' thought processes poses a significant challenge to PER. It is difficult merely to assess and characterize the diverse phases of students' thinking as they gain and express understanding of a concept. (We might call this the "kinematics" of students' thought processes.) Much harder still is uncovering the various factors (instructional method, student characteristics, etc.) that influence and determine the trajectory of students' thinking. (We could call this the "dynamics" of students' thinking.) The task of deciphering the mutual interaction of these factors adds to the challenge. I will outline some of the initial work that has been done along these lines by various researchers, and I will identify some directions for future research that I think might be fruitful for workers in PER.
| Original language | English (US) |
|---|---|
| Title of host publication | AIP Conference Proceedings |
| Pages | 7-10 |
| Number of pages | 4 |
| Volume | 790 |
| DOIs | |
| State | Published - Sep 16 2005 |
| Externally published | Yes |
| Event | 2004 PHYSICS EDUCATION RESEARCH CONFERENCE - Sacramento, CA, United States Duration: Aug 4 2004 → Aug 5 2004 |
Other
| Other | 2004 PHYSICS EDUCATION RESEARCH CONFERENCE |
|---|---|
| Country | United States |
| City | Sacramento, CA |
| Period | 8/4/04 → 8/5/04 |
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ASJC Scopus subject areas
- Physics and Astronomy(all)
Cite this
How do you hit a moving target? Addressing the dynamics of students' thinking. / Meltzer, David.
AIP Conference Proceedings. Vol. 790 2005. p. 7-10.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - How do you hit a moving target? Addressing the dynamics of students' thinking
AU - Meltzer, David
PY - 2005/9/16
Y1 - 2005/9/16
N2 - From the standpoint both of research and instruction, the variable and dynamic nature of students' thought processes poses a significant challenge to PER. It is difficult merely to assess and characterize the diverse phases of students' thinking as they gain and express understanding of a concept. (We might call this the "kinematics" of students' thought processes.) Much harder still is uncovering the various factors (instructional method, student characteristics, etc.) that influence and determine the trajectory of students' thinking. (We could call this the "dynamics" of students' thinking.) The task of deciphering the mutual interaction of these factors adds to the challenge. I will outline some of the initial work that has been done along these lines by various researchers, and I will identify some directions for future research that I think might be fruitful for workers in PER.
AB - From the standpoint both of research and instruction, the variable and dynamic nature of students' thought processes poses a significant challenge to PER. It is difficult merely to assess and characterize the diverse phases of students' thinking as they gain and express understanding of a concept. (We might call this the "kinematics" of students' thought processes.) Much harder still is uncovering the various factors (instructional method, student characteristics, etc.) that influence and determine the trajectory of students' thinking. (We could call this the "dynamics" of students' thinking.) The task of deciphering the mutual interaction of these factors adds to the challenge. I will outline some of the initial work that has been done along these lines by various researchers, and I will identify some directions for future research that I think might be fruitful for workers in PER.
UR - http://www.scopus.com/inward/record.url?scp=33749685741&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33749685741&partnerID=8YFLogxK
U2 - 10.1063/1.2084688
DO - 10.1063/1.2084688
M3 - Conference contribution
AN - SCOPUS:33749685741
SN - 0735402817
SN - 9780735402812
VL - 790
SP - 7
EP - 10
BT - AIP Conference Proceedings
ER -