iPad Screencasts as Evidence of Accountable Disciplinary Knowledge

TL;DR

This paper explores how high school physics students demonstrate their understanding and problem-solving skills through iPad screencasts, revealing insights into their disciplinary knowledge and community norms.

Contribution

It applies the ADK framework to analyze student screencasts, providing a novel perspective on assessing disciplinary knowledge in educational settings.

Findings

Students' screencasts reveal their understanding of physics concepts.

Screencasts reflect community norms and expectations in physics education.

The study demonstrates the potential of screencasts as evidence of disciplinary knowledge.

Abstract

We define knowledge as facts, information, and skills acquired by a person through experience or education. In turn, Disciplinary Knowledge is the knowledge related to a specific field or discipline, such as physics. Accountable Disciplinary Knowledge (ADK) is "what counts" as important to a community or discipline: the kinds of activities that participants engage in, the problems they value and solve, and methods for solving those problems. Because ADK is determined on a community basis, the details of "what counts" will vary with the norms and expectations of the community. In this paper, we use the ADK framework to investigate "what counts" as solving problems well in a high school physics classroom from the perspective of the students.