@article{KistnerVollmeyerBurnsetal.2016,
  author    = {Kistner, Saskia and Vollmeyer, Regina and Burns, Bruce D. and Kortenkamp, Ulrich},
  title     = {Model development in scientific discovery learning with a computer-based physics task},
  series = {Computers in human behavior},
  volume    = {59},
  journal   = {Computers in human behavior},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0747-5632},
  doi       = {10.1016/j.chb.2016.02.041},
  pages     = {446 -- 455},
  year      = {2016},
  abstract  = {Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students' use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.},
  language  = {en}
}
@article{KistnerBurnsVollmeyeretal.2016,
  author    = {Kistner, Saskia and Burns, Bruce D. and Vollmeyer, Regina and Kortenkamp, Ulrich},
  title     = {The importance of understanding: Model space moderates goal specificity effects},
  series = {The quarterly journal of experimental psychology},
  volume    = {69},
  journal   = {The quarterly journal of experimental psychology},
  publisher = {Optical Society of America},
  address   = {Abingdon},
  issn      = {1747-0218},
  doi       = {10.1080/17470218.2015.1076865},
  pages     = {1179 -- 1196},
  year      = {2016},
  abstract  = {The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.},
  language  = {en}
}
@article{SinclairBussideVilliersetal.2016,
  author    = {Sinclair, Nathalie and Bussi, Maria G. Bartolini and de Villiers, Michael and Jones, Keith and Kortenkamp, Ulrich and Leung, Allen and Owens, Kay},
  title     = {Recent research on geometry education: an ICME-13 survey team report},
  series = {ZDM : The International Journal on Mathematics Education},
  volume    = {48},
  journal   = {ZDM : The International Journal on Mathematics Education},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {1863-9690},
  doi       = {10.1007/s11858-016-0796-6},
  pages     = {691 -- 719},
  year      = {2016},
  abstract  = {This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.},
  language  = {en}
}
@article{KortenkampMonaghanTrouche2016,
  author    = {Kortenkamp, Ulrich and Monaghan, John and Trouche, Luc},
  title     = {Jonathan M Borwein (1951-2016): exploring, experiencing and experimenting in mathematics - an inspiring journey in mathematics},
  series = {Educational studies in mathematics : an international journal},
  volume    = {93},
  journal   = {Educational studies in mathematics : an international journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0013-1954},
  doi       = {10.1007/s10649-016-9729-0},
  pages     = {131 -- 136},
  year      = {2016},
  language  = {en}
}