Document Type

Article

Publication Date

7-26-2011

Abstract

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). © 2011 American Physical Society.

Comments

© Physical Review Special Topics - Physics Education Research. Original version available at: http://doi.org/10.1103/PhysRevSTPER.7.020102

Publication Title

Physical Review Special Topics - Physics Education Research

DOI

10.1103/PhysRevSTPER.7.020102

Download

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.