Wittmann, Steinberg & Redish, Int J Sci Ed (2003)

Understanding and Affecting Student Reasoning about Sound Waves

M. C. Wittmann, R. N. Steinberg & E. F. Redish, International Journal of Science Education, 25(8), p 991-1013 (2003).

Abstract:Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.

Wittmann, International J of Science Ed (2002)

The Object Coordination Class Applied to Wavepulses: Analysing Student Reasoning in Wave Physics

M. C. Wittmann, International Journal of Science Education, 24(1), p 97-118 (2002). (link to journal article)

Abstract: Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wavepulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organising the research data, problematic aspects of the model are also discussed.

Wittmann, Steinberg & Redish, Am J Phys (1999)

Making Sense of How Students Make Sense of Mechanical Waves

M. C. Wittmann, R. N. Steinberg & E. F. Redish, The Physics Teacher, 37, p 15-21 (Jan 1999).

Abstract: In our classroom experiences as teachers, we are
often baffled when students correctly answer questions in one setting and then can’t answer seemingly identical questions in another. Obviously, their understanding of the material is not as strong as we would like. But are we asking the relevant questions when we come to this conclusion? Do the students
fundamentally not know the material? Do they know it but not recognize appropriate circumstances in which to use it? And how should our instruction
and evaluation of their knowledge depend on the answers to these questions?

We have begun to address these questions at the University of Maryland using the methods and tools of physics education research.(1) Our approach combines the study of student difficulties with physics with the design of instructional materials and environments that help students improve their understanding. This approach can lead to educational environments
that help students overcome their difficulties. (2)

We report here on our study of student understanding of the physics of mechanical waves. Understanding wave physics is important for making sense of physical optics, quantum mechanics, and electromagnetic radiation. Previous research has shown that students have fundamental difficulties with some of the basic concepts of wave physics.