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 Tools annual

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 monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Researchers working within knowledge-in-pieces traditions have often employedobservational approaches to investigate micro-processes of learning. There isgrowing evidence from this line of work that students' intuitive thinking aboutphysical phenomena is characterized more so by its diversity and flexibilitythan its uniformity and robustness. This characterization implies that much ofthe dynamics of students' thinking over short timescales involve processes thatstabilize local patterns of thinking, later destabilize them, and allow otherpatterns to form. This kind of "change" may only involve dynamics by which thesystem of intuitive knowledge settles into various states without changing thesystem structure itself. I describe a case study in which a group of collegestudents shift their thinking about motion several times during a collaborativelearning activity. Instead of focusing on micro-processes of change, I describethese dynamics in terms of mechanisms that contribute to local stability ofstudents' conceptual coherences.

Multiple Conceptual Coherences in the Speed Tutorial: Micro-processes of Local Stability