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- W1640113701 abstract "This dissertation concerns the development of students' conceptual understanding of a class of physical phenomena, harmonic oscillation, through the mediation of dynamic and interactive representations (computer-based simulations). It aims to construct a model that describes mechanisms of developing conceptual understanding through the mediation of external representations. While attempting to capture the process of developing understanding in its complexity and variety of contingencies, the research strives to explain on the level of fine grained mechanisms, the role of specific features of designed representations in the development process. A moment by moment knowledge analysis is conducted of 8 middle and high school pairs of students, engaged in explorations of physical oscillators as well as simulations of oscillation. An iterative analysis on multiple sessions serves as the means for developing a theory of students' developing understanding as mediated by representations. It examines how students make sense of and interpret such computational representations and how their understanding of the represented physical phenomenon develops in this process. The theoretical construct of coordination classes is extended to be useful in the context of developing understanding with representations and serves as a central construct in the evolving theory of developing understanding through the mediation of representations. Two types of analysis are conducted: (1) Through a close analysis of several episodes in which change in students' conceptualization is apparent, four mechanisms of developing understanding are described in fine-grain detail. This analysis also describes conditions under which these mechanisms may function and drive the process of developing understanding. It points to some representational properties that support the generation of such conditions. (2) To account for the complexity of the process of developing understanding through the interaction with multiple contexts, two extended, detailed case studies are analyzed using a microgenetic analysis. The analysis elaborates the means by which such mediated development is possible and facilitated by representations through a complex and contingent process of developing understanding. Together, the two analyses attempt to explore and manage the tension between (1) the many contingencies that play out in this process; and (2) the attempt to highlight systematic roles of representations in it. Beyond the theoretical contribution of this research to the fields of conceptual change and representations and cognition, it has practical implications for designing instructional representations that support the development of conceptual understanding." @default.
- W1640113701 created "2016-06-24" @default.
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- W1640113701 date "2005-01-01" @default.
- W1640113701 modified "2023-09-26" @default.
- W1640113701 title "The development of conceptual understanding through the use of computational representations" @default.
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