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  • 1.
    Fredlund, Tobias
    et al.
    Uppsala universitet, Fysikundervisningens didaktik.
    Airey, John
    Uppsala universitet, Fysikundervisningens didaktik.
    Linder, Cedric
    Uppsala universitet, Fysikundervisningens didaktik.
    Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in physics representations2015In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 36, no 5, article id 055001Article in journal (Refereed)
    Abstract [en]

    In this theoretical article we propose three factors that can enhance the possibilities for learning physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3) the creation of variation within the selected representations to help students notice these disciplinary-relevant aspects and the ways in which they are related to each other. An illustration of how these three factors can guide teachers in their efforts to promote physics learning is presented.

  • 2.
    Fredlund, Tobias
    et al.
    Uppsala universitet, Fysikundervisningens didaktik.
    Airey, John
    Uppsala universitet, Fysikundervisningens didaktik.
    Linder, Cedric
    Uppsala universitet, Fysikundervisningens didaktik.
    Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction2012In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 33, no 3, p. 657-666Article in journal (Refereed)
    Abstract [en]

    Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.

  • 3.
    Fredlund, Tobias
    et al.
    Uppsala universitet, Fysikundervisningens didaktik.
    Linder, Cedric
    Uppsala universitet, Fysikundervisningens didaktik.
    Airey, John
    Uppsala universitet, Fysikundervisningens didaktik.
    Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics2015In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 36, no 5, article id 055002Article in journal (Refereed)
    Abstract [en]

    In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.

1 - 3 of 3
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