TY - JOUR

T1 - Dynamic conceptual blending analysis to model student reasoning processes while integrating mathematics and physics

T2 - A case study in the context of the heat equation

AU - Van den Eynde, Sofie

AU - Goedhart, Martin

AU - Deprez, Johan

AU - De Cock, Mieke

PY - 2020/3/27

Y1 - 2020/3/27

N2 - In recent years, there has been an increased interest in conceptual blending in physics and mathematics education research as a theoretical framework to study student reasoning. In this paper, we adapt the conceptual blending framework to construct a blending diagram that not only captures the product but also the process of student reasoning when they interpret a mathematical description of a physical system. We describe how to construct a dynamic blending diagram (DBD) and illustrate this using two cases from an interview study. In the interview, we asked pairs of undergraduate physics and mathematics students about the physical meaning of boundary conditions for the heat equation. The selected examples show different aspects of the DBD as an analysis method. We show that by using a DBD, we can judge the degree to which students integrate their understandings of mathematics and physics. The DBD also enables the reader to follow the line of reasoning of the students. Moreover, a DBD can be used to diagnose difficulties in student reasoning.

AB - In recent years, there has been an increased interest in conceptual blending in physics and mathematics education research as a theoretical framework to study student reasoning. In this paper, we adapt the conceptual blending framework to construct a blending diagram that not only captures the product but also the process of student reasoning when they interpret a mathematical description of a physical system. We describe how to construct a dynamic blending diagram (DBD) and illustrate this using two cases from an interview study. In the interview, we asked pairs of undergraduate physics and mathematics students about the physical meaning of boundary conditions for the heat equation. The selected examples show different aspects of the DBD as an analysis method. We show that by using a DBD, we can judge the degree to which students integrate their understandings of mathematics and physics. The DBD also enables the reader to follow the line of reasoning of the students. Moreover, a DBD can be used to diagnose difficulties in student reasoning.

U2 - 10.1103/PhysRevPhysEducRes.16.010114

DO - 10.1103/PhysRevPhysEducRes.16.010114

M3 - Article

VL - 16

JO - Physical Review Physics Education Research

JF - Physical Review Physics Education Research

SN - 2469-9896

IS - 1

M1 - 010114

ER -