English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

We explore the overlap of two nationally-recognized learning outcomes forphysics lab courses, namely, the ability to model experimental systems and theability to troubleshoot a malfunctioning apparatus. Modeling andtroubleshooting are both nonlinear, recursive processes that involve usingmodels to inform revisions to an apparatus. To probe the overlap of modelingand troubleshooting, we collected audiovisual data from think-aloud activitiesin which eight pairs of students from two institutions attempted to diagnoseand repair a malfunctioning electrical circuit. We characterize the cognitivetasks and model-based reasoning that students employed during this activity. Indoing so, we demonstrate that troubleshooting engages students in the corescientific practice of modeling.

Investigating the role of model-based reasoning while troubleshooting an electric circuit