Year: 2023
Type: preprint
Abstract: Covariational reasoning--considering how changes in one quantity affect another, related quantity--is a foundation of quantitative modeling in physics. Understanding quantitative models is a learning objective of introductory physics instruction at the college level. Prior work suggests that covariational reasoning in physics contexts differs in important ways from reasoning about functions and graphs in purely mathematical contexts; this reasoning is effortful in physics even for mathematically well-prepared students. In order to help students learn to reason covariationally in physics contexts, we need to characterize what we mean by physics covariational reasoning. To this end, we present a framework of covariational reasoning in physics contexts, to describe the ways that covariational reasoning is used in physics modeling. The framework can be used as a tool by which instructors can recognize physics covariational reasoning patterns and researchers can analyze student reasoning. The framework can also help inform the development of effective instructional materials and methods.
Source: arXiv (Cornell University)
Institutions: United States Air Force Academy, University of Washington
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Foundation
OpenAlex ID: W4387595834