Implications of a framework for student reasoning in an interview

被引：0

作者：

Gray, KE ^{[1
]}

Hrepic, Z ^{[1
]}

Itza-Ortiz, SF ^{[1
]}

Allbaugh, AR ^{[1
]}

Engelhardt, PV ^{[1
]}

Rebello, NS ^{[1
]}

Zollman, DA ^{[1
]}

机构：

[1] Kansas State Univ, Dept Phys, Manhattan, KS 66506 USA

来源：

2003 PHYSICS EDUCATION RESEARCH CONFERENCE | 2004年 / 720卷

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We discuss the implications of a framework to characterize student reasoning in an interview and its underpinnings in cognitive psychology. Our framework, described in a previous paper in these Proceedings, enables a researcher to identify various cognitive elements used by a student during an interview. Our thesis is that this framework can help identify reasoning paths used by the students. We discuss how this framework can be applied to both a coarse and fine grained analysis of reasoning and how it can be used to infer a student's implicit reasoning processes.

引用

页码：125 / 128

页数：4

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