• Open Access

Using the resources framework to design, assess, and refine interventions on pressure in fluids

Daniel E. Young and Dawn C. Meredith
Phys. Rev. Phys. Educ. Res. 13, 010125 – Published 15 May 2017
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Abstract

The resources framework provides a useful and generative model of student thinking and learning. In particular, it suggests various strategies for instruction such as priming resources and refining intuition that allow students to build on knowledge they already have. In this paper, we describe the affordances of the resources framework in guiding the design, assessment, and refinement of interventions on pressure in fluids. This perspective kept us alert for cognitive resources on which students could build a deeper understanding and encouraged us to model student thinking as complex and context dependent, even on this narrow topic. This framework also facilitated a focus on evidence of productivity in student work as an alternative assessment to conceptual pre- and post testing.

  • Received 27 July 2016

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.13.010125

Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

Physics Education Research

Authors & Affiliations

Daniel E. Young*

  • Department of Physics, Gustavus Adolphus College, Saint Peter, Minnesota 56082, USA

Dawn C. Meredith

  • Department of Physics, University of New Hampshire, Durham, New Hampshire 03824, USA

  • *dyoung4@gustavus.edu
  • dawn.meredith@unh.edu

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Issue

Vol. 13, Iss. 1 — January - June 2017

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