Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from... Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Physical Review Physics Education Research American Physical Society (APS)

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

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Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Abstract

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.
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Publisher
American Physical Society (APS)
Copyright
Copyright © Published by the American Physical Society
eISSN
2469-9896
D.O.I.
10.1103/PhysRevPhysEducRes.13.020105
Publisher site
See Article on Publisher Site

Abstract

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

Journal

Physical Review Physics Education ResearchAmerican Physical Society (APS)

Published: Dec 1, 2017

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