TY - JOUR A1 - Kistner, Saskia A1 - Vollmeyer, Regina A1 - Burns, Bruce D. A1 - Kortenkamp, Ulrich T1 - Model development in scientific discovery learning with a computer-based physics task JF - Computers in human behavior N2 - 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. KW - Scientific discovery learning KW - Multiple problem spaces KW - Computer simulations KW - Physics concepts KW - Misconceptions KW - Conceptual change Y1 - 2016 U6 - https://doi.org/10.1016/j.chb.2016.02.041 SN - 0747-5632 SN - 1873-7692 VL - 59 SP - 446 EP - 455 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Sinclair, Nathalie A1 - Bussi, Maria G. Bartolini A1 - de Villiers, Michael A1 - Jones, Keith A1 - Kortenkamp, Ulrich A1 - Leung, Allen A1 - Owens, Kay T1 - Recent research on geometry education: an ICME-13 survey team report JF - ZDM : The International Journal on Mathematics Education N2 - 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. KW - Geometry KW - Technology KW - Diagrams KW - Definitions KW - Gestures KW - Proving KW - Digital technology KW - Visuospatial reasoning Y1 - 2016 U6 - https://doi.org/10.1007/s11858-016-0796-6 SN - 1863-9690 SN - 1863-9704 VL - 48 SP - 691 EP - 719 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Kistner, Saskia A1 - Burns, Bruce D. A1 - Vollmeyer, Regina A1 - Kortenkamp, Ulrich T1 - The importance of understanding: Model space moderates goal specificity effects JF - The quarterly journal of experimental psychology N2 - 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. KW - Goal specificity KW - Problem solving KW - Three-space theory KW - Scientific discovery learning Y1 - 2016 U6 - https://doi.org/10.1080/17470218.2015.1076865 SN - 1747-0218 SN - 1747-0226 VL - 69 SP - 1179 EP - 1196 PB - Optical Society of America CY - Abingdon ER - TY - JOUR A1 - Kortenkamp, Ulrich A1 - Monaghan, John A1 - Trouche, Luc T1 - Jonathan M Borwein (1951-2016): exploring, experiencing and experimenting in mathematics - an inspiring journey in mathematics JF - Educational studies in mathematics : an international journal Y1 - 2016 U6 - https://doi.org/10.1007/s10649-016-9729-0 SN - 0013-1954 SN - 1573-0816 VL - 93 SP - 131 EP - 136 PB - Springer CY - Dordrecht ER -