Quantification and its importance to modeling in introductory physics
Quantification and its importance to modeling in introductory physics
复制标题
量化及其对入门物理学建模的重要性
DOI：
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复制
发表时间：
2019
影响因子：
0.7
通讯作者：
Suzanne White Brahmia
中科院分区：
文献类型：
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作者：
Suzanne White Brahmia
基于物理课程建模的典型教学框架包括模型的开发以及模型开发之外的其他过程（例如测试、细化、部署、应用）。本文讨论了开发物理学模型的关键部分——生成作为模型主题的物理量。数学家使用量化一词来描述生成新数量来表征对象或系统属性的过程。我们建议通过将教学中的量化作为建模框架的起始过程，学生可以更好地进行建模。我们在入门物理学中的两个重要模型——恒定加速度运动和功能量定理——的背景下探索量化。我们关注与之相关的两个量的数学结构——一维加速度作为比率量，并作为带符号的乘积量。我们提供实验结果作为证据，表明当学生用关于数量的概念数学推理来支撑他们的物理推理时，它可以比纯粹的物理或纯粹的数学推理本身带来更丰富的反应。我们为研究文献贡献了一种新的“数量”符号形式。
A typical instructional framework based on modeling in a physics course includes the development of a model and additional processes beyond its development (e.g. testing, refining, deployment, application). This paper discusses a crucial part of developing a model in physics—generating the physical quantities that are the subjects of the model. Mathematicians use the term quantification to describe the process of generating new quantities to characterize attributes of an object or system. We suggest that by including quantification in instruction as the beginning process in a modeling framework, students can become better at modeling. We explore quantification in the context of two important models in introductory physics—constant acceleration motion and the work-energy theorem. We focus on the mathematical structure of two quantities associated with them—one-dimensional acceleration as a ratio quantity, and work as a signed product quantity. We present experimental results as evidence that when students scaffold their physics reasoning with conceptual mathematical reasoning about quantity, it can lead to richer responses than either purely physics or purely mathematical reasoning on its own. We contribute a new ‘quantity’ symbolic form to the research literature.
NoNIP：物理学入门中的负性本质
DOI：
--
发表时间：
2019
期刊：
Physics Education Research Conference proceedings
影响因子：
--
作者：
Brahmia, Suzanne W.;Olsho, Alexis;Smith, Trevor I.;Boudreaux, Andrew
通讯作者：
Boudreaux, Andrew