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040			_aLB-BrCRDP
100	1		_aMalek, Bassem Adel _gMaster Education
245	1	0	_aCharacterizing the novice-expert shift in understanding energy : a coordination class approach
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2009
300			_a188 pages
500			_aالنوع : Mémoire
520	3		_aEnergy is a central concept in physics and other sciences. It helps integrate a significant number of constructs, and is especially useful in problem solving. Yet, research in education has shown that students tend to find significant difficulty in learning it, and in applying it.The conceptual change literature has suggested that students come to science instruction already possessing alternative frameworks. diSessa (1993) has convincingly argued that intuitive physics is fragmentary in nature, consisting of many, inconsistently applied intuitions grounded in everyday experience. But, experts show an articulate ability to coordinate these intuitive experiences within a scientific causal framework. diSessa and Sherin (1998) refer to these expert ways of knowing as 'coordination classes', a specific type of concept used when dealing with complex scientific thinking. The central aim of this thesis was to explore the different levels of understanding the concept of energy within the coordination class framework. The study relied on protocol data collected by means of a series of extended problem solving interviews with six participants, two middle school students, two secondary students, and two university physics faculty. The interviews were video and audio taped and verbatim transcripts of the interview sessions are prepared.Participants? understanding of energy was assessed in terms of span and alignment, readout strategies and causal net elements, incorporation and displacement. The analysis aimed at determining how these resources were used at the various levels of expertise. The results were then examined in light of the supposed novice-intermediate-expert spectrum.The results seem to suggest that novices, intermediates, and experts think about energy in terms of a variety of cognitive resources. Some resources like proper mental models and effective p-prims are specific to experts, but the main difference in conceptual thinking across the spectrum hinges on how the resources are coordinated. Further research is needed on how each type of cognitive resource typically influences the coordination process. The study also recommends that coordination class analysis be applied to instruction and curriculum design, since it builds on preexisting resources that can be effectively used in conceptual development.
650		4	_aClass Management
650		4	_aDéveloppement professionnel _954
650		4	_aGestion d’une classe
650		4	_aProfessional Development
650		4	_aادارة الصف
650		4	_aالتطوير المهني
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27650
942			_cLAESDATA _2ddc
999			_c20146 _d20146