• Open Access

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

Edgar D. Corpuz and N. Sanjay Rebello
Phys. Rev. ST Phys. Educ. Res. 7, 020102 – Published 26 July 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).

  • Figure
  • Figure
  • Figure
  • Figure
  • Figure
  • Figure
  • Figure
1 More
  • Received 23 March 2011

DOI:https://doi.org/10.1103/PhysRevSTPER.7.020102

This article is available 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

Authors & Affiliations

Edgar D. Corpuz1 and N. Sanjay Rebello2

  • 1Department of Physics and Geology, University of Texas-Pan American, 1201 West University Drive, Edinburg, Texas 78539, USA
  • 2Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, Kansas 66506-2601, USA

Article Text

Click to Expand

References

Click to Expand
Issue

Vol. 7, Iss. 2 — July - December 2011

Reuse & Permissions
Author publication services for translation and copyediting assistance advertisement

Authorization Required


×
×

Images

×

Sign up to receive regular email alerts from Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 3.0 License. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

×

Log In

Cancel
×

Search


Article Lookup

Paste a citation or DOI

Enter a citation
×