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Characterizing and Assessing Covariational Reasoning in Introductory Physics Contexts- [electronic resource]
Characterizing and Assessing Covariational Reasoning in Introductory Physics Contexts- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101643
- ISBN
- 9798380334068
- DDC
- 530
- 서명/저자
- Characterizing and Assessing Covariational Reasoning in Introductory Physics Contexts - [electronic resource]
- 발행사항
- [S.l.]: : University of Washington., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(187 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: White Brahmia, Suzanne.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Quantitative literacy---the use of mathematics to describe and understand the world---is an essential skill. Physics has an opportunity to contribute to how students develop quantitative literacy, as much of physics curriculum centers on making sense of quantitative models. One facet of quantitative literacy in physics is covariational reasoning: how changes in one quantity affect changes in another, related quantity. Covariational reasoning is at the heart of developing and making sense of quantitative models, and is central to graphical reasoning. Much of the research on covariation lies in mathematics education; the language of covariation has only recently begun to be used amongst physics education research. Research in physics and mathematics education has demonstrated that reasoning mathematically in physics contexts is distinct from reasoning mathematically in a context-free way. Early indications suggest that, similarly, covariational reasoning is likely different in physics contexts than in mathematics. Moreover, research into quantitative literacy more generally has shown that it is unlikely to improve in physics classrooms without direct instruction. Therefore, there is a need to characterize and understand physics covariational reasoning towards developing instructional activities that can be used in physics classrooms to help students develop quantitative literacy.The research presented in this dissertation represents a collection of work that provides a foundation for instructional activity development. We describe research into characterizing and operationalizing physics covariational reasoning through a series of studies that examine how physics experts reasoned while generating graphical models. The results of this study, together with prior research in the field, are organized into a framework of covariational reasoning: the Covariational Reasoning in Physics (CoRP) framework. We present this framework in this dissertation, and describe how it can be used towards identifying learning outcomes for introductory physics courses and beyond, identifying proto-expert resources that students may already have when entering physics courses, and developing instructional interventions that attend to improving students' quantitative literacy. We then present two short reflections on two assessment tools, the Physics Inventory of Quantitative Literacy (PIQL) and the Generalized Equation-based Reasoning inventory of Quantity and Negativity (GERQN), that are designed to measure physics quantitative literacy across a wide range of student populations. These assessment tools can be used to measure the impact of instruction on students' physics quantitative literacy, and thus are a necessary tool towards designing activities that are supported by research. This dissertation concludes with a reflection on how these pieces can be used together for future steps towards the development of instructional materials.
- 일반주제명
- Physics.
- 일반주제명
- Quantum physics.
- 일반주제명
- Science education.
- 키워드
- Covariation
- 키워드
- Expert reasoning
- 기타저자
- University of Washington Physics
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101643
■006m o d
■007cr#unu||||||||
■020 ▼a9798380334068
■035 ▼a(MiAaPQ)AAI30632921
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a530
■1001 ▼aZimmerman, Charlotte Marshall.
■24510▼aCharacterizing and Assessing Covariational Reasoning in Introductory Physics Contexts▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Washington. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(187 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: White Brahmia, Suzanne.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aQuantitative literacy---the use of mathematics to describe and understand the world---is an essential skill. Physics has an opportunity to contribute to how students develop quantitative literacy, as much of physics curriculum centers on making sense of quantitative models. One facet of quantitative literacy in physics is covariational reasoning: how changes in one quantity affect changes in another, related quantity. Covariational reasoning is at the heart of developing and making sense of quantitative models, and is central to graphical reasoning. Much of the research on covariation lies in mathematics education; the language of covariation has only recently begun to be used amongst physics education research. Research in physics and mathematics education has demonstrated that reasoning mathematically in physics contexts is distinct from reasoning mathematically in a context-free way. Early indications suggest that, similarly, covariational reasoning is likely different in physics contexts than in mathematics. Moreover, research into quantitative literacy more generally has shown that it is unlikely to improve in physics classrooms without direct instruction. Therefore, there is a need to characterize and understand physics covariational reasoning towards developing instructional activities that can be used in physics classrooms to help students develop quantitative literacy.The research presented in this dissertation represents a collection of work that provides a foundation for instructional activity development. We describe research into characterizing and operationalizing physics covariational reasoning through a series of studies that examine how physics experts reasoned while generating graphical models. The results of this study, together with prior research in the field, are organized into a framework of covariational reasoning: the Covariational Reasoning in Physics (CoRP) framework. We present this framework in this dissertation, and describe how it can be used towards identifying learning outcomes for introductory physics courses and beyond, identifying proto-expert resources that students may already have when entering physics courses, and developing instructional interventions that attend to improving students' quantitative literacy. We then present two short reflections on two assessment tools, the Physics Inventory of Quantitative Literacy (PIQL) and the Generalized Equation-based Reasoning inventory of Quantity and Negativity (GERQN), that are designed to measure physics quantitative literacy across a wide range of student populations. These assessment tools can be used to measure the impact of instruction on students' physics quantitative literacy, and thus are a necessary tool towards designing activities that are supported by research. This dissertation concludes with a reflection on how these pieces can be used together for future steps towards the development of instructional materials.
■590 ▼aSchool code: 0250.
■650 4▼aPhysics.
■650 4▼aQuantum physics.
■650 4▼aScience education.
■653 ▼aCovariation
■653 ▼aExpert reasoning
■653 ▼aPhysics quantitative literacy
■653 ▼aQuantitative literacy
■653 ▼aStudent reasoning
■690 ▼a0605
■690 ▼a0599
■690 ▼a0714
■71020▼aUniversity of Washington▼bPhysics.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934687▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
