Exploration of Students' Problem-Solving Skills in Physics-Based on Expert and Novice Categories (original) (raw)

Students’ Ability Level and Their Competence in Problem- Solving Task in Physics

This study was carried out on students' ability level and their competence in problem-solving task in physics. The study used for the study was selected randomly from four Secondary School in Kosofe Local Government Area of Lagos State. A total of two hundred (200) randomly selected SSS Physics students in Kosofe Local Government Area served as the subject for the study. Three null hypothesis were postulated and tested at 0.05 level of significance to find student's ability level and their competence in problem-solving task in physics. The instrument used for the study was students' questionnaire and students' achievement test. The data collected were analysed using simple regression analysis. The results of the findings showed that students' ability have significant influence on problem-solving task are discussed.

Analysis of the Ability of Junior High School Students to Solve the Physics Problems in Various Forms of Problem Representations

Lensa: Jurnal Kependidikan Fisika

This research is a descriptive study with a qualitative approach, which aims to describe the ability of junior high school students to solve physics problems in various forms of problem representation. The subjects in this study were the IX grade junior high school students in six Palu city schools. Respondents for interviews in the study amounted to 4 people for each form of problem representation, with the criteria of students who answered right, students who answered ± 50% correct, students who answered incorrectly, and who did not answer. The instrument used was a test of problem solving skills and interviews. The data obtained were analyzed qualitatively including data reduction, presenting data and verification while descriptive analysis was performed by calculating the total score, calculating the percentage and categorizing problem solving abilities. The results obtained by the average ability of junior high school students to solve physics problems in various forms of probl...

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.

Perception of Novices on Difficulties in Understanding Physics Problem

Proper understanding of a physics problem requires been able to identity relevant data within the problem statement and categorizing the problem based on the underlying principle involved. According to the existing research, novices have difficulty in categorizing a physics problem based on the underlying concepts. This paper presents a study on the difficulties of students in understanding physics problem. First, we conducted a survey to collate views from 43 pre-university students (novices) of University of Malaya on this issue. In the study, we identified the relevant features of a physics problem as known, unknowns, objects, variable symbols, problem domain and the principle involved. Based on the results obtained from our survey, we found that students view understanding a physics problem as moderately difficult. We then conducted an experiment immediately after the survey, to analyze students' understanding of physics problem. The result of the experiment indicated that novices are able to identify known variables and their corresponding symbols easily. However, more than 95% of the students did not identify the principle involved in solving the problem. This supports the existing fact that novices have difficulty in categorizing a physics problem based on the underlying principles. Over 93% of the students did not specify the unknown until they substituted the known values into the appropriate equation. It implies that, novices use equations memorized in an attempt to find the solution (unknown). Novices are not aware of their limitations in identifying the unknown, problem domain and principle involved in solving a physics problem. As a conclusion, students are having difficulties in understanding physics problem.

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...

Analysis of Student’s Basic Ability in Solving Physics Problems at State Senior High School 7 Banda Aceh

2017

The study titled "Analysis of student’s basic ability in solving physics problems at state Senior High School 7 Banda Aceh", discusses the problem of how the student’s basic ability in solving physics problems at state Senior High School 7 Banda Aceh. The purpose of this study was to analyze the student’s basic ability in solving physics problems at state Senior High School 7 Banda Aceh. The population of this study is the students class X of state Senior High School 7 Banda Aceh, amounting to 159 students. The number of population is defined sample of 33%, it is 52 students. The sample determination was done randomly. The approach of this study is descriptive approach. The instrument to collect the data used is a test. The test is given in essay form. Data were analyzed using qualitative analysis technique. The result showed that students class X Senior High School State 7 Banda Aceh who have very good ability in solving the physics problems in the material “Straight Moti...

Template for teaching and assessment of problem solving in introductory physics

Physical Review Physics Education Research, 2020

We introduce a template to (i) scaffold the problem solving process for students in the physics 1 course, and (ii) serve as a generic rubric for measuring how expertlike students are in their problem solving. This template is based on empirical studies of the problem solving practices of expert scientists and engineers, unlike most existing templates which are based on prescriptive, theoretical descriptions of expert problem solving and are largely based on how experts solve textbook-style problems. However, there is still some overlap with existing problem solving templates. In study 1, we investigated the validity of the template for use in introductory physics in two ways, first, by analyzing the final exam solutions from a Physics 1 course, and second, by analyzing seven think-aloud cognitive interviews as successful introductory physics students worked to solve a challenging problem. The results show that use of the elements of the template is correlated with successful problem solving, the template follows successful students' existing problem solving processes, and explicitly using the template in solving problems does not add additional cognitive load. In study 2, analysis of final exam solutions from a different introductory physics course shows that the relationship between template use and problem solving performance depends on the type and difficulty of the problem. In this work, we also identified some consistent difficulties of unsuccessful students in solving problems which suggests some ways to better teach physics problem solving.

Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher

Research in Science Education, 2000

The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a semi-structured interview, classroom observation, personal documents, and stimulated recall. The analysis was carried out with instruments organised into categories and specific indicators. The results showed there to be major differences between the intention behind the new curricula, the teachers' conceptions, and their practice. Some suggestions are put forward on the basis of these results for the initial and ongoing education of secondary education teachers of physics and chemistry in Portugal.

Effect of problem-based learning on students' problem-solving ability to learn physics

A learner's success is supported by the ability to understand real-world problems. This study aimed to examine the effect of problem-based learning on problem-solving ability in the teaching and learning of physics. The study was guided by socio-constructivism theory. A quasi-experiment was conducted with 829 Senior-2 Physics students (age 13-15) from eight (8) selected lower secondary schools in Sheema District, Uganda. Schools were assigned to treatment and control groups using a purposive random sampling technique. Students' problem-solving ability was measured by conducting a problem-solving ability test in each group before and after studying a chapter on simple machines in physics. Repeated measures analysis of variances was applied for data analysis. The study's findings showed a significant improvement in students' problem-solving ability with simple machines in the treatment group compared to the control group (p < .001).

THE DEVELOPMENT OF QUESTIONNAIRE TO INVESTIGATE STUDENTS' ATTITUDES AND APPROACHES IN PHYSICS PROBLEM SOLVING

This study aims to develop physics problem solving survey utilized to obtain students' attitude and approach while solving physics problem. Several steps are conducted to develop the survey: validating, computing reliability, and testing. This research involves Physics Education students-Tanjungpura University who study at Fourth and Sixth semester. Furthermore, after questionnaire administered to the students, data are analysed through determining average score of the students and computing average percentage of students who are agree, neutral, and disagree based on semester and gender. The results show that the sixth semester students' responses are more expertlike than those of the fourth semester students and female students are less expert than those male students. Based on semester and gender, majority of students have the same attitudes and approaches while solving problems. Students and experts have different attitudes about the role of mathematics in problem solving. ABSTRAK Penelitian ini bertujuan untuk mengembangkan angket yang digunakan untuk mengetahui sikap dan pendekatan mahasiswa pada saat menyelesaikan soal fisika. Tahapan yang dilakukan dalam mengembangkan angket tersebut adalah melakukan validasi, menghitung reliabilitas, dan mengujicoba. Penelitian ini melibatkan mahasiswa Pendidikan Fisika semester IV dan VI – Universitas Tanjungpura. Setelah angket tersebut diberikan kepada mahasiswa, analisis data dilakukan yaitu menghitung skor rata-rata mahasiswa untuk setiap item dan secara keseluruhan, menghitung persentase rata-rata mahasiswa yang sesuai, netral, dan tidak sesuai dengan sikap dan pendekatan ahli berdasarkan semester dan jenis kelamin. Hasil penelitian menunjukkan bahwa mahasiswa semester VI lebih sesuai dengan sikap ahli atau lebih berpengalaman dibanding dengan mahasiswa semester IV dan sikap mahasiswa laki-laki lebih sesuai dengan sikap ahli dibandingkan dengan mahasiswa perempuan dalam menyelesaikan soal. Kemudian, ditinjau berdasarkan semester dan jenis kelamin, sebagian besar mahasiswa memiliki sikap dan pendekatan yang sama dengan ahli dalam menyelesaikan soal. Mahasiswa dan ahli memiliki sikap yang berbeda tentang peran matematika dalam mengerjakan soal.