{
  "annotation_id": "a8f62fdf-5301-46e0-96fd-5edffa4d7794",
  "date_created": "2026-03-02T18:01:07.470000Z",
  "date_modified": "2026-03-02T18:01:07.470000Z",
  "file_hash": "674537ff08d28412b072a381a5923657b0d00e5bddad239cb46967f481e96c2e",
  "private": false,
  "record": {
    "abstract": "We introduce resource graphs, a representation of linked ideas used when\nreasoning about specific contexts in physics. Our model is consistent with\nprevious descriptions of resources and coordination classes. It can represent\nmesoscopic scales that are neither knowledge-in-pieces or large-scale concepts.\nWe use resource graphs to describe several forms of conceptual change:\nincremental, cascade, wholesale, and dual construction. For each, we give\nevidence from the physics education research literature to show examples of\neach form of conceptual change. Where possible, we compare our representation\nto models used by other researchers. Building on our representation, we\nintroduce a new form of conceptual change, differentiation, and suggest several\nexperimental studies that would help understand the differences between\nreform-based curricula.",
    "arxiv_id": "physics/0603062",
    "authors": [
      "Michael C. Wittmann"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "doi": "10.1103/PhysRevSTPER.2.020105",
    "title": "Using resource graphs to represent conceptual change",
    "url": "https://arxiv.org/abs/physics/0603062"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "319cc9d6-8e68-4fb8-a23f-bf86d235affc",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}