Epistemic Game for Answer Making in Learning about Hydrostatics

Autor/inn/en	Chen, Ying; Irving, Paul W.; Sayre, Eleanor C.
Titel	Epistemic Game for Answer Making in Learning about Hydrostatics
Quelle	In: Physical Review Special Topics - Physics Education Research, 9 (2013) 1, S.010108-1 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.9.010108
Schlagwörter	Physics; Educational Games; Epistemology; Problem Solving; Logical Thinking; Intuition; Concept Formation; Mathematical Logic; College Students; Interviews; College Science + Suchen Sie Ihr Suchwort? Physik; Educational game; Lernspiel; Erkenntnistheorie; Problemlösen; Concept learning; Begriffsbildung; Mathematical logics; Mathematische Logik; Collegestudent; Interviewing; Interviewtechnik
Abstract	Previous research into problem solving in physics resulted in researchers introducing six epistemic games to describe the organizational structures of locally coherent resources. We present a new epistemic game--the "answer-making epistemic game"--which was identified in this paper through the analysis of interviews carried out to validate a survey focusing on students' understanding of Archimedes' principle and Pascal's law. In the game, the ultimate goal is a solution to a problem posed by the survey. Students may remember or intuit an answer, then use conceptual and/or mathematical reasoning to justify it. Alternately, they may use conceptual and/or mathematical reasoning to generate an answer. We demonstrate how students generate their solutions using these two different paths and discuss some implications for instruction. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10