期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2021
卷号：17
期号：1
页码：10137
DOI：10.1103/PhysRevPhysEducRes.17.010137
出版社：American Physical Society
摘要：Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to answer questions that are similar in focus. In this paper, we further substantiate and add specificity to the field’s understanding of the context sensitivity of resource use by demonstrating a pattern in resource activation for questions about mechanical pulse propagation, superposition, and reflection. In particular, our analysis shows a pattern in the kinds of resources students use to answer different styles of questions about the same physics topic. Questions that ask for a prediction tend to elicit rules or procedures, while questions that ask students to explain an observation elicit these plus ideas about force, energy, and motion. Our results call both researchers’ and instructors’ attention to the style of question that they ask and the impact it has on the resources commonly cued for students.
