Use of physical models to facilitate transfer of physics learning to understand positron emission tomography

Bijaya Aryal, Dean Zollman, N. Sanjay Rebello

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this paper we describe a qualitative study of the role of the physical models in transferring physics ideas to understanding positron emission tomography technology. Sixteen students enrolled in an introductory level physics class individually participated in two sessions of a teaching experiment. In this study we noted that many students used reasoning from prior experiences in inappropriate ways. A result from this study is that physical models are effective in triggering appropriate transfer provided that the activities using the models are introduced in the right sequence. Given the appropriate sequencing of the activities, we find that the transfer of abstract ideas is facilitated through interactive learning with the aid of physical models. Three different types of non-scaffolded transfer have been identified: spontaneous, semi-spontaneous and non-spontaneous transfer.

Original languageEnglish (US)
Title of host publication2006 Physics Education Research Conference, PERC 2006
Pages189-192
Number of pages4
DOIs
StatePublished - 2007
Externally publishedYes
Event2006 Physics Education Research Conference, PERC 2006 - Syracuse, NY, United States
Duration: Jul 26 2006Jul 27 2006

Publication series

NameAIP Conference Proceedings
Volume883
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Conference

Conference2006 Physics Education Research Conference, PERC 2006
CountryUnited States
CitySyracuse, NY
Period7/26/067/27/06

Keywords

  • Physical models
  • Positron emission tomography
  • Transfer of learning

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