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ERIC Number: EJ936598
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1554-9178
Investigating Students' Mental Models and Knowledge Construction of Microscopic Friction. II. Implications for Curriculum Design and Development
Corpuz, Edgar D.; Rebello, N. Sanjay
Physical Review Special Topics - Physics Education Research, v7 n2 p020103-1-020103-8 Jul-Dec 2011
Our previous research showed that students' mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investigate how students can be helped to improve their present models of microscopic friction. Teaching interviews were conducted to study the dynamics of their model construction as they interacted with the interviewer, the scaffolding activities, and/or with each other. In this paper, we present the different scaffolding activities and the variation in the ideas that students generated as they did the hands-on and minds-on scaffolding activities. Results imply that through a series of carefully designed scaffolding activities, it is possible to facilitate the refinement of students' ideas of microscopic friction. (Contains 8 figures and 1 table.) [For Part I, see EJ936597.]
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A