MORE THAN MISCONCEPTIONS - MULTIPLE PERSPECTIVES ON STUDENT KNOWLEDGE AND REASONING, AND AN APPROPRIATE ROLE FOR EDUCATION RESEARCH

摘要

This article analyzes an excerpt of a discussion from a high school physics class from several different perspectives on students' knowledge and reasoning, illustrating a range in what an instructor might perceive in students' work and take as tasks for instruction. It suggests a view of current education research as providing perspectives to expand, refine, and support instructors' perceptions and judgment, rather than as providing definitive principles or proven methods. (C) 1996 American Association of Physics Teachers. [References: 62]