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Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
Uppsala Univ, Sweden.
Uppsala Univ, Sweden ; Univ Western Cape, South Africa.
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.ORCID iD: 0000-0003-3244-2586
2015 (English)In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 36, no 5, 055002Article in journal (Refereed) Published
Abstract [en]

In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.

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Place, publisher, year, edition, pages
2015. Vol. 36, no 5, 055002
Keyword [en]
Transient learning challenges, representations, electric potential, electric potential energy, the Variation Theory of Learning
National Category
Educational Sciences Physical Sciences
Research subject
Natural Science, Science Education; Natural Science, Physics; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-45725DOI: 10.1088/0143-0807/36/5/055002ISI: 000359609100002OAI: oai:DiVA.org:lnu-45725DiVA: diva2:846503
Available from: 2015-08-17 Created: 2015-08-17 Last updated: 2015-09-04Bibliographically approved

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