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Transforming Reference Frames: How Mental Models for Velocity Evolved Through a Physics Curriculum Framed by the Principle of Relativity
Transforming Reference Frames: How Mental Models for Velocity Evolved Through a Physics Curriculum Framed by the Principle of Relativity
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153019
- ISBN
- 9798384485384
- DDC
- 530
- 서명/저자
- Transforming Reference Frames: How Mental Models for Velocity Evolved Through a Physics Curriculum Framed by the Principle of Relativity
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 175 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
- 주기사항
- Advisor: Mensah, Felicia M.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약This study investigated evidence of how students' mental models of fundamental kinematic relations evolved (i.e., developed cognitively over time) a s observed during an introductory course in calculus-based classical mechanics. The core of the curriculum is based on a claim known as Galileo's principle of relativity. The course material comprised a standard sequence of topics in classical mechanics, reconfigured through a framework scaffolded from this principle. The research focused specifically on students' mental models for the concept of velocity. Four instruments were developed and integrated into a suite of variegated tools for data collection. The suite probed indicators across diverse domains or modalities of mental processing: visual, quantitative, and verbal. Evidence of student mental models included student data derived from answers to multiple-choice questions, short written passages, symbolic computations, quantitative answers, pictorial sketches, and semi-structured interviews. A limiting model, or rubric, for approaching a comprehensive mental model for velocity coalesced after results from axial coding of sketches and interviews were considered in connection with the contingency tables made from short answer frequency counts and the Wilcoxon mean comparison of problem-solving tests. The rubric consisted of three identifiable tiers that ascended in cognitive sophistication. Statistically significant evidence was found for growth from the first to the second stage of this three-stage rubric for student velocity models.By the end of the semester, students showed increased capacity to treat velocity as a relation between two objects, rather than as a property of one object. Students typically developed a correct habit of demanding a second object when asserting velocity for a first. When provided with a second or reference object, many students demonstrated an acquired ability to adjust their conclusion for target velocity. Little to no statistically significant evidence was found, however, to suggest growth in student mental models from the second to the third stage of the three-stage rubric. In particular, the typical student mental model proved too fragile to manage problems involving a third moving object or a second dimension of space. Evidence was insufficient to indicate deliberate student distinction of the relational character of velocity from the relational quality of an interaction such as force. Across the visual and problem-solving domains, stage three difficulty was attributed to the mismanagement of arrows known as vectors. In the verbal domain, questions about three-object scenarios revealed conflation of velocity with force. In light of the data from all three domains, velocity vectors were considered in direct connection with force vectors. A cognitive connection between velocity vectors and force vectors was identified as a potential source of dissonance. The report of the study concludes by considering ways to scaffold the teaching of velocity vectors from the teaching of displacement vectors. The recommendation for improved physics pedagogy and future research involves increased visual, verbal, and quantitative emphases on velocity as a bearing, as distinct from an interaction.
- 일반주제명
- Physics
- 일반주제명
- Science education
- 일반주제명
- Cognitive psychology
- 키워드
- Mental models
- 키워드
- Modeling physics
- 기타저자
- Columbia University TC: Science Education
- 기본자료저록
- Dissertations Abstracts International. 86-04B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384485384
■035 ▼a(MiAaPQ)AAI31631602
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a530
■1001 ▼aYaverbaum, Daniel A. Martens.
■24510▼aTransforming Reference Frames: How Mental Models for Velocity Evolved Through a Physics Curriculum Framed by the Principle of Relativity
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a175 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: B.
■500 ▼aAdvisor: Mensah, Felicia M.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aThis study investigated evidence of how students' mental models of fundamental kinematic relations evolved (i.e., developed cognitively over time) a s observed during an introductory course in calculus-based classical mechanics. The core of the curriculum is based on a claim known as Galileo's principle of relativity. The course material comprised a standard sequence of topics in classical mechanics, reconfigured through a framework scaffolded from this principle. The research focused specifically on students' mental models for the concept of velocity. Four instruments were developed and integrated into a suite of variegated tools for data collection. The suite probed indicators across diverse domains or modalities of mental processing: visual, quantitative, and verbal. Evidence of student mental models included student data derived from answers to multiple-choice questions, short written passages, symbolic computations, quantitative answers, pictorial sketches, and semi-structured interviews. A limiting model, or rubric, for approaching a comprehensive mental model for velocity coalesced after results from axial coding of sketches and interviews were considered in connection with the contingency tables made from short answer frequency counts and the Wilcoxon mean comparison of problem-solving tests. The rubric consisted of three identifiable tiers that ascended in cognitive sophistication. Statistically significant evidence was found for growth from the first to the second stage of this three-stage rubric for student velocity models.By the end of the semester, students showed increased capacity to treat velocity as a relation between two objects, rather than as a property of one object. Students typically developed a correct habit of demanding a second object when asserting velocity for a first. When provided with a second or reference object, many students demonstrated an acquired ability to adjust their conclusion for target velocity. Little to no statistically significant evidence was found, however, to suggest growth in student mental models from the second to the third stage of the three-stage rubric. In particular, the typical student mental model proved too fragile to manage problems involving a third moving object or a second dimension of space. Evidence was insufficient to indicate deliberate student distinction of the relational character of velocity from the relational quality of an interaction such as force. Across the visual and problem-solving domains, stage three difficulty was attributed to the mismanagement of arrows known as vectors. In the verbal domain, questions about three-object scenarios revealed conflation of velocity with force. In light of the data from all three domains, velocity vectors were considered in direct connection with force vectors. A cognitive connection between velocity vectors and force vectors was identified as a potential source of dissonance. The report of the study concludes by considering ways to scaffold the teaching of velocity vectors from the teaching of displacement vectors. The recommendation for improved physics pedagogy and future research involves increased visual, verbal, and quantitative emphases on velocity as a bearing, as distinct from an interaction.
■590 ▼aSchool code: 0054.
■650 4▼aPhysics
■650 4▼aScience education
■650 4▼aCognitive psychology
■653 ▼aMental models
■653 ▼aModeling physics
■653 ▼aPhysics cognition
■653 ▼aPhysics education
■653 ▼aPrinciple of relativity
■690 ▼a0605
■690 ▼a0714
■690 ▼a0633
■71020▼aColumbia University▼bTC: Science Education.
■7730 ▼tDissertations Abstracts International▼g86-04B.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164583▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
