期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2006
卷号：2
期号：2
页码：20105
DOI：10.1103/PhysRevSTPER.2.020105
出版社：American Physical Society
摘要：We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we analyze another form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.
