Using resource graphs to represent conceptual change

Abstract

We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of resources and coordination classes. It can represent mesoscopic scales that are neither knowledge-in-pieces or large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we introduce a new form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.

27 pages, 14 figures, no tables. Submitted for publication to the Physical Review Special Topics Physics Education Research on March 8, 2006

References in corpus (7)

• Making Sense of How Students Make Sense of Mechanical Waves
• The Object Coordination Class Applied to Wavepulses: Analysing Student Reasoning in Wave Physics
• Investigating Student Understanding of Quantum Mechanics: Spontaneous Models of Conductivity
• Understanding and Affecting Student Reasoning About Sound Waves
• Using resource graphs to represent conceptual change
• The challenge of changing deeply-held student beliefs about the relativity of simultaneity
• Addressing student models of energy loss in quantum tunnelling

Cited by in corpus (7)

• Using resource graphs to represent conceptual change
• Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
• Framing Difficulties in Quantum Mechanics
• Student understanding of electric and magnetic fields in materials
• Coordination of Mathematics and Physical Resources by Physics Graduate Students
• Research in the Resources Framework: Changing environments, consistent exploration
• Understanding the use of two integration methods on separable first order differential equations