Effects of representation on students solving physics problems: A fine-grained characterization

Recent papers document that student problem-solving competence varies (often strongly) with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev....

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Autores principales:	Patrick B. Kohl, Noah D. Finkelstein
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2006
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/7cf079a165104212a670803d722efdc7
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spelling	oai:doaj.org-article:7cf079a165104212a670803d722efdc72021-12-02T11:10:32ZEffects of representation on students solving physics problems: A fine-grained characterization10.1103/PhysRevSTPER.2.0101061554-9178https://doaj.org/article/7cf079a165104212a670803d722efdc72006-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.2.010106http://doi.org/10.1103/PhysRevSTPER.2.010106https://doaj.org/toc/1554-9178Recent papers document that student problem-solving competence varies (often strongly) with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005); Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2, 010102 (2006)]. These studies focused on large-lecture introductory physics courses, and included aggregate data on student performance on quizzes and homeworks. In this paper, we complement previous papers with finer-grained in-depth problem-solving interviews. In 16 interviews of students drawn from these classes, we investigate in more detail how and when student problem-solving performance varies with problem representation (verbal, mathematical, graphical, or pictorial). We find that student strategy often varies with representation, and that in this environment students who show more strategy variation tend to perform more poorly. We also verify that student performance depends sensitively on the particular combination of representation, topic, and student prior knowledge. Finally, we confirm that students have generally robust opinions of their representational skills, and that these opinions correlate poorly with their actual performances.Patrick B. KohlNoah D. FinkelsteinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 2, Iss 1, p 010106 (2006)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Patrick B. Kohl Noah D. Finkelstein Effects of representation on students solving physics problems: A fine-grained characterization
description	Recent papers document that student problem-solving competence varies (often strongly) with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005); Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2, 010102 (2006)]. These studies focused on large-lecture introductory physics courses, and included aggregate data on student performance on quizzes and homeworks. In this paper, we complement previous papers with finer-grained in-depth problem-solving interviews. In 16 interviews of students drawn from these classes, we investigate in more detail how and when student problem-solving performance varies with problem representation (verbal, mathematical, graphical, or pictorial). We find that student strategy often varies with representation, and that in this environment students who show more strategy variation tend to perform more poorly. We also verify that student performance depends sensitively on the particular combination of representation, topic, and student prior knowledge. Finally, we confirm that students have generally robust opinions of their representational skills, and that these opinions correlate poorly with their actual performances.
format	article
author	Patrick B. Kohl Noah D. Finkelstein
author_facet	Patrick B. Kohl Noah D. Finkelstein
author_sort	Patrick B. Kohl
title	Effects of representation on students solving physics problems: A fine-grained characterization
title_short	Effects of representation on students solving physics problems: A fine-grained characterization
title_full	Effects of representation on students solving physics problems: A fine-grained characterization
title_fullStr	Effects of representation on students solving physics problems: A fine-grained characterization
title_full_unstemmed	Effects of representation on students solving physics problems: A fine-grained characterization
title_sort	effects of representation on students solving physics problems: a fine-grained characterization
publisher	American Physical Society
publishDate	2006
url	https://doaj.org/article/7cf079a165104212a670803d722efdc7
work_keys_str_mv	AT patrickbkohl effectsofrepresentationonstudentssolvingphysicsproblemsafinegrainedcharacterization AT noahdfinkelstein effectsofrepresentationonstudentssolvingphysicsproblemsafinegrainedcharacterization
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Effects of representation on students solving physics problems: A fine-grained characterization

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