Learners' Ontologies in Physics: A Dynamic Systems View

We are developing a dynamic account of the ontology of naïve physics reasoning, how students classify features of the world as entities vs. processes vs. events and how those classifications affect students' explanations and problem-solving. This work involves (1) building a phenomenology of the patterns and transitions in ontologies evident in student reasoning, and (2) using that phenomenology as a basis for modeling cognitive structure and dynamics. Instructionally, this research could inspire strategies to harness students' everyday ontological resources to make learning science a more meaningful and connected experience for them.