Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development

dc.creator	Edgar D. Corpuz
dc.creator	N. Sanjay Rebello
dc.date	2011-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:12Z
dc.date.available	2015-07-20T22:08:12Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/f0b8fae04da343088cd53d1b91134a6e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11815
dc.description	In this paper, we discuss the first phase of a multiphase study aimed at investigating the dynamics of students’ knowledge construction in the context of unfamiliar physical phenomenon—microscopic friction. The first phase of this study involved the investigation of the variations in students’ mental models of microscopic friction. Clinical interviews were conducted with 11 students enrolled in conceptual modern physics to elicit their ideas and generate themes of explanations. A phenomenographic approach of data analysis was employed to establish the variations in students’ explanations. Results show that students’ mental models of friction at the atomic level are dominated by their macroscopic experiences. Friction at the atomic level according to most students is due to mechanical interactions (interlocking or rubbing of atoms).
dc.language	English
dc.publisher	American Physical Society, APS
dc.relation	http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020102
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 7, Iss 2 (2011)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
dc.type	article