Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks

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dc.contributor.advisorBuffler, Andyen_ZA
dc.contributor.advisorLubben, Freden_ZA
dc.contributor.authorFearon, John Edwarden_ZA
dc.date.accessioned2014-10-21T14:23:59Z
dc.date.available2014-10-21T14:23:59Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractOver the last three to four decades there has been a focus on the role of models and modelling in physics education. At the same time, there has also been a move away from the use of recipe-style tasks in physics laboratories to inquiry-based problem solving. From the ensuing research, model-based views of physics have emerged which have contributed to the fields of pedagogy as well as epistemology; the contribution depending on whether the research interest has been that of education or philosophy of science. And while there is still some consensus seeking on the nature and definitions of modelling, there has in recent years been a shift to research questions that consider how models are constructed by students when engaged in hands-on tasks. Model-based instruction courses have been researched at length, but there is a perceived gap in the research that considers the hands-on strategies that are actually employed by 1st-year university students who are in a teaching and learning environment in which the physics curriculum emphasises the modelling of real world systems. This study contributes to this research area in that it investigates the strategies students actually adopt when engaged in student-driven, hands-on laboratory tasks and interprets those strategies in terms of a particular model-based view of physics; a model-based view that posits that the processes of modelling are those of the particularisation and application of physics theory, the idealisation and approximation of real world phenomena, and the eventual realisation of a conceptual model.en_ZA
dc.identifier.apacitationFearon, J. E. (2014). <i>Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Physics. Retrieved from http://hdl.handle.net/11427/8722en_ZA
dc.identifier.chicagocitationFearon, John Edward. <i>"Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Physics, 2014. http://hdl.handle.net/11427/8722en_ZA
dc.identifier.citationFearon, J. 2014. Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Fearon, John Edward AB - Over the last three to four decades there has been a focus on the role of models and modelling in physics education. At the same time, there has also been a move away from the use of recipe-style tasks in physics laboratories to inquiry-based problem solving. From the ensuing research, model-based views of physics have emerged which have contributed to the fields of pedagogy as well as epistemology; the contribution depending on whether the research interest has been that of education or philosophy of science. And while there is still some consensus seeking on the nature and definitions of modelling, there has in recent years been a shift to research questions that consider how models are constructed by students when engaged in hands-on tasks. Model-based instruction courses have been researched at length, but there is a perceived gap in the research that considers the hands-on strategies that are actually employed by 1st-year university students who are in a teaching and learning environment in which the physics curriculum emphasises the modelling of real world systems. This study contributes to this research area in that it investigates the strategies students actually adopt when engaged in student-driven, hands-on laboratory tasks and interprets those strategies in terms of a particular model-based view of physics; a model-based view that posits that the processes of modelling are those of the particularisation and application of physics theory, the idealisation and approximation of real world phenomena, and the eventual realisation of a conceptual model. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks TI - Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks UR - http://hdl.handle.net/11427/8722 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8722
dc.identifier.vancouvercitationFearon JE. Strategies adopted by undergraduate physics students when modelling solutions to hands-on tasks. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Physics, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8722en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Physicsen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.titleStrategies adopted by undergraduate physics students when modelling solutions to hands-on tasksen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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