PHYSICS PROBLEM SOLVING

(^) aspects of this diagram relate directly to what the students in these groups do, and there
are behaviors I would expect to see based on the model. When the students are
“categorizing, organizing, and deriving conclusions from present information and
experiences,” they are co-constructing an argument. The “active representing and
elaborating of position and rationale” and “being challenged by opposing views” requires
the presentation of Grounds, Warrants, and Backings to support Claims. When students
in these groups are “experiencing conceptual conflict, uncertainty and disequilibrium”,
they undertake an “active search for more information and [they seek] understanding [of]
opposing positions and rationale.” As they do this, the use of Modified Claims and
Alternate Claims leads to the “incorporation of opponents' information and reasoning”
and their “attitude and position change” as they make the “transition to higher stages of
cognitive reasoning.” Specific examples will illustrate this process.
Group 4B usually had a Modified Claim and Alternate Claim in every episode.
Consider this segment in which they discuss the vector components (Table 4-6, p. 147).
There is movement from Claim (line 105) to Modified Claim (lines 107, 111, 112) to
Alternate Claim (line 113). This process closely parallels the controversy decision-
making model (Figure 4-4). Note that multiple Modified Claims and the Alternate Claim
suggest the forward movement and reconceptualization process of the Johnson model.