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

Waldrip, Bruce, Prain, Vaughan and Sellings, Peter 2013, Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding, Instructional science, vol. 41, no. 1, pp. 165-189, doi: 10.1007/s11251-012-9223-8.

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Title Explaining Newton’s laws of motion: using student reasoning through representations to develop conceptual understanding
Author(s) Waldrip, Bruce
Prain, VaughanORCID iD for Prain, Vaughan orcid.org/0000-0001-5832-4727
Sellings, Peter
Journal name Instructional science
Volume number 41
Issue number 1
Start page 165
End page 189
Total pages 25
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2013-01
ISSN 0020-4277
1573-1952
Keyword(s) Representations’ student reasoning
Conceptual understanding
Summary The development of students’ 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 students’ 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.
Language eng
DOI 10.1007/s11251-012-9223-8
Field of Research 130106 Secondary Education
1303 Specialist Studies In Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, Springer Science+Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089844

Document type: Journal Article
Collection: School of Education
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