Template for teaching and assessment of problem solving in introductory physics (original) (raw)
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Exploration of Students' Problem-Solving Skills in Physics-Based on Expert and Novice Categories
2020
In agreement with conceptual understanding, identifying problem-solving skills is an important topic in physics. The purpose of this research was to explore students' problem-solving skills based on expert and novice categories. The research used a mixedmethod approach with an explanatory model with 34 prospective physics teachers at Jambi University, Indonesia. The data was obtained by using open-ended questions. Data were collected using tests and interviews. Data analysis was done by using the rubric for physics problem-solving skills. Problem-solving skills were classified into expert and novice. The research showed that most students have problem-solving skills by novice categories. The cause is the weak application of concepts in the problem-solving process. The research concludes application of the concept in the process of problem-solving not well understood by most students be the reason most students have categories novice ability in problemsolving.
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.
Problem Solving Strategies in High School Physics Lectures
2013
Solving quantitative physics tasks has a long tradition in Czech education system. Therefore, we study how high school students can improve their problem solving skills in physics lectures. The goal of the first part of the study described in this paper was to find out what methods or steps students claim they use during solving physics tasks and if there are any factors that affect choosing the these methods. Two questionnaires for students concerning use of chosen problem solving strategies were composed — one containing open format questions only and the second with open format questions and rating scale questions. The respondents of the questionnaire survey were high school students (students at the age of 15 to 19), who are attending physics courses during their study. We found that many students use strategies that can be efficient for getting answers of simple problems, but they are not appropriate for developing problem solving skills. The questionnaire survey is a part of m...
Problem solving expertise and knowledge structures in physics
1988
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...
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...
… Conference, Boise, ID, 2002
Based on an analysis of structured interviews with 6 research university physics faculty members, this paper presents our initial hypothesis of instructors' beliefs about how their students learn to solve problems in an introductory physics course. The hypothesis shows that these instructors have very general beliefs about the process of student learning that do not include many details about actual learning mechanisms.
Analyzing Students’ Problem Solving Difficulties on Modern Physics
Journal of Physics: Conference Series
Problem solving is the most important skill which physicists should have. A research about problem solving skill in physics instruction was significantly essential because physics students have to comprehend concepts and recognize how to cohere it. By those comprehensions, students would be ingenious to solve the physics problem. The purpose of this study was to analyze students' problem solving skill which is based on problem solving step by Polya. The study was an initial research for the next developing research about implementation of a learning model in physics instruction to increase the students' problem solving skill. Subjects of research were college students of physics education department, who had taken modern physics subject. Data was analyzed by using qualitative-descriptive method. The research revealed these following conclusion: (1) college students had difficulty to comprehend the problems and hard to plan a solution (2) lecturer should apply a model of learning which train the students' problem solving skill in physics such as cooperative problem solving model.
Latin-American Journal of Physics Education, 2012
This paper develops a conceptual framework for identifying the challenges and obstacles university students encounter when solving real-world problems involving Physics. The framework is based on viewing problem solving as a modelling process. In order to solve a real-world problem, the problem solver has to go through the steps and do the tasks of such a process. The paper presents a theoretical analysis of what it takes to solve three real-world problems, demonstrating how the framework presented captures the essential aspects of solving them. Moreover, it is argued that three steps critical for real-world problem solving – initial analysis of the problem situation, choice of relevant physical theory (the so-called paradigmatic choice) and mathematization – are not covered by existing models of problem solving in Physics. Finally, the existing research on student difficulties with problem solving in Physics is placed within the framework.
Physics Graduate Students’ Attitudes and Approaches to Problem Solving
2009
Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and their development of expertise. We administered an Attitudes and Approaches to Problem Solving (AAPS) survey to physics graduate students and analyzed their responses about problem solving in their own graduate level courses vs. problem solving in introductory physics. The physics graduate students' responses to the survey questions were also compared with those of introductory students and physics faculty. Survey responses suggest that graduate students' attitudes about graduatelevel problem solving sometimes has similar patterns to introductory-level problem solving by introductory students.