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American Journal of Physics -- October 1996 -- Volume 64, Issue 10, pp. 1316

More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research

David Hammer

Department of Education, Tufts University, Medford, Massachusettes 02155

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This article analyzes an excerpt of a discussion from a high school physics class from several different perspectives on students’ knowledge and reasoning, illustrating a range in what an instructor might perceive in students’ work and take as tasks for instruction. It suggests a view of current education research as providing perspectives to expand, refine, and support instructors’ perceptions and judgment, rather than as providing definitive principles or proven methods. © 1996 American Association of Physics Teachers.

KEYWORDS and PACS

Keywords

PHYSICS, LEARNING, EDUCATION, RESEARCH PROGRAMS

PACS

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History
Received Sep 1995
Accepted Jan 1996

PUBLICATION DATA

ISSN

0002-9505 (print)  

ARTICLE DATA

Digital Object Identifier
http://dx.doi.org/10.1119/1.18376

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