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ERIC Number: EJ1143419
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2469-9896
EISSN: N/A
Using the Resources Framework to Design, Assess, and Refine Interventions on Pressure in Fluids
Young, Daniel E.; Meredith, Dawn C.
Physical Review Physics Education Research, v13 n1 p010125-1-010125-16 Jan-Jun 2017
The resources framework provides a useful and generative model of student thinking and learning. In particular, it suggests various strategies for instruction such as priming resources and refining intuition that allow students to build on knowledge they already have. In this paper, we describe the affordances of the resources framework in guiding the design, assessment, and refinement of interventions on pressure in fluids. This perspective kept us alert for cognitive resources on which students could build a deeper understanding and encouraged us to model student thinking as complex and context dependent, even on this narrow topic. This framework also facilitated a focus on evidence of productivity in student work as an alternative assessment to conceptual pre- and post testing.
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1044211