The influence of instructional interactions on students' mental models about the quantization of physical observables: a modern physics course case

Date

2016-01-01

Author

Korhasan, Nilufer Didis
Eryılmaz, Ali
ERKOC, ŞAKİR

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Mental models are coherently organized knowledge structures used to explain phenomena. They interact with social environments and evolve with the interaction. Lacking daily experience with phenomena, the social interaction gains much more importance. In this part of our multiphase study, we investigate how instructional interactions influenced students' mental models about the quantization of physical observables. Class observations and interviews were analysed by studying students' mental models constructed in a modern physics course during an academic semester. The research revealed that students' mental models were influenced by (1) the manner of teaching, including instructional methodologies and content specific techniques used by the instructor, (2) order of the topics and familiarity with concepts, and (3) peers.

Subject Keywords

General Physics and Astronomy

URI

https://hdl.handle.net/11511/47345

Journal

EUROPEAN JOURNAL OF PHYSICS

DOI

https://doi.org/10.1088/0143-0807/37/1/015701

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

N. D. Korhasan, A. Eryılmaz, and Ş. ERKOC, “The influence of instructional interactions on students’ mental models about the quantization of physical observables: a modern physics course case,” EUROPEAN JOURNAL OF PHYSICS, pp. 0–0, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47345.