Knowledge organization and activation in physics problem solving (original) (raw)
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Students ’ Use of Mathematics in the Context of Physics Problem Solving : A Cognitive Model
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Although much is known about the difference between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn while solving problems and others do not. A critical issue appears to be how students use the knowledge they have in the context of solving a particular problem. In this paper we outline a theoretical cognitive model for making sense of how students use mathematics in the context of physics problems. The model is developed within the theoretical framework of resources. We identify four classes of fundamental mathematical resources and six organizational structures or epistemic games. Each game is a locally coherent associational pattern of control structures (expectations) activating resources and processes (moves) within the specific example. The hypothesis that students tend to function within the narrow confines of a fairly limited set of games provides a good d...
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Recent problem solving research has focused on the distinction between experts and novices. Studies have shown that experts categorize problems according to underlying principles of the domain, while novices (possessing little appropriate knowledge) are more concerned with the surface features of the problems. This thesis confirms these findings for several levels of expertise. A further method of categorizing problems is found for naive subjects (with no appropriate knowledge). Novices also demonstrate that when required they can produce principle categories that are significantly different from their usual surface feature groups. The type of knowledge that a student uses to problem solve is investigated in an endeavor to explain the low problem solving ability of first and second year physics students. The results indicate that students possess the relevant declarative knowledge, but lack the procedural form. Likewise, students do not have the ancillary knowledge required for effe...
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Exploring the Relation Between Intuitive Physics Knowledge and Equations During Problem Solving
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Solving many quantitative problems does not necessarily lead to an improved Physics understanding. However, physicists, who have learned physics largely through quantitative problems solving, often have a refined physical intuition. Assuming that the refinement of physical intuitions occurs, to a great extent, during problem solving, the question that guides this study is: how do equations contribute (or not) to the refinement of students' intuitions? We approach this study within a knowledge-in-pieces perspective and we describe intuitions using diSessa's (1993) phenomenological primitives. We present a study in which two cases, corresponding to two groups of students solving a problem involving buoyancy are compared. We discuss how the use of equations does or does not contribute to the refinement in students' intuitions.
Elements of a cognitive model of physics problem solving: Epistemic games
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Students learning physics at the college level often have considerable difficulty with problem solving despite the fact that problem solving is an integral part of most physics classes. 1 Instructors may assume that these difficulties arise from a lack of mathematical skills, but little evidence has been presented to determine if this is the case. As part of a project to reform introductory algebra-based physics, 2 we have collected extensive data of students learning physics and solving physics problems in a variety of environments.
International Journal of Science Education, 2012
A model of teaching/learning is proposed based on a "problem-based structure" of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.
Journal of Baltic Science Education, 2020
In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of un...
Processes of problem-solving and instructional change in physics
Doctor of PhilosophyDepartment of PhysicsEleanor C. SayreThis research presents an investigation of how students solve physics problems and how physics instructors approach changes in their teaching. In particular, the first part of this dissertation focuses on three major projects looking at students' processes of problem-solving in upper-division physics courses. The second part focuses on the processes of instructional change. In the first project described in part I, I discuss the clusters of resources that emerge when upper-division students write about electromagnetic fields in linear materials. I use a resource theory perspective to describe the ways students link pieces of information (or resources) to form more complex ideas, improve their understanding, and solve physics problems. The evidence shows that students benefit from activating resources related to the internal structure of the atom when thinking about electric fields to complete their mental model. Physics as...