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Cognitive resources of physics experts

Descriptive

TitleInfo
Title
Cognitive resources of physics experts
Name (type = personal)
NamePart (type = family)
Jones
NamePart (type = given)
Darrick C.
NamePart (type = date)
1988-
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Darrick C. Jones
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author
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Eugenia
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Eugenia Etkina
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Advisory Committee
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chair
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Jha
NamePart (type = given)
Saurabh
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Saurabh Jha
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Advisory Committee
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internal member
Name (type = personal)
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Podzorov
NamePart (type = given)
Vitaly
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Vitaly Podzorov
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Zamick
NamePart (type = given)
Larry
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Larry Zamick
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Elby
NamePart (type = given)
Andrew
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Andrew Elby
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-05
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2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
One important goal of physics education is to help students develop reasoning patterns similar to those of expert physicists. To achieve this goal, physics educators must know what makes physics experts so successful at solving challenging physics problems. However, this dimension of physics expertise has not been fully explored by the physics education research (PER) community. In this dissertation, I describe several studies I have conducted that further the PER community’s understanding of physics expertise. In these studies, I investigate how expert physicists reason as they solve unfamiliar, challenging physics problems by using a resource-based model of cognition to analyze videotaped recordings of problem solving sessions. By developing a way to determine when experts are making conceptual breakthroughs I analyze what resources experts use during conceptual breakthroughs. In the first study, I show that physics conceptual breakthroughs are characterized by reasoning which combines resources related to intuitive knowledge, higher level physics based conceptual knowledge, and epistemological knowledge. In the second study, I develop a way to reliably code for epistemological resources and determine what epistemological resources experts rely on most during conceptual breakthroughs. My findings show that experts rely on contrasting cases more often than any other epistemological resource. In the third study, I use variation theory to investigate how experts use contrasting cases. I look for patterns across all instances when experts use contrasting cases to make a conceptual breakthrough and show how scientific epistemology can be used to better understand experts’ use of contrasting cases. I discuss how the findings of each study can be used to inform physics education.
Subject (authority = RUETD)
Topic
Physics and Astronomy
Subject (authority = ETD-LCSH)
Topic
Physics--Study and teaching
Subject (authority = ETD-LCSH)
Topic
Physics--Research
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_6375
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Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xii, 164 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Darrick C. Jones
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T33J3FSC
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Jones
GivenName
Darrick
MiddleName
C.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-04-14 15:35:08
AssociatedEntity
Name
Darrick Jones
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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