Template for teaching and assessment of problem solving in introductory physics

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 scie...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	E. W. Burkholder, J. K. Miles, T. J. Layden, K. D. Wang, A. V. Fritz, C. E. Wieman
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8787b4e0de1b4eafa04effc8aba6427b
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:8787b4e0de1b4eafa04effc8aba6427b
record_format	dspace
spelling	oai:doaj.org-article:8787b4e0de1b4eafa04effc8aba6427b2021-12-02T11:49:06ZTemplate for teaching and assessment of problem solving in introductory physics10.1103/PhysRevPhysEducRes.16.0101232469-9896https://doaj.org/article/8787b4e0de1b4eafa04effc8aba6427b2020-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.010123http://doi.org/10.1103/PhysRevPhysEducRes.16.010123https://doaj.org/toc/2469-9896We 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.E. W. BurkholderJ. K. MilesT. J. LaydenK. D. WangA. V. FritzC. E. WiemanAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 1, p 010123 (2020)
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 E. W. Burkholder J. K. Miles T. J. Layden K. D. Wang A. V. Fritz C. E. Wieman Template for teaching and assessment of problem solving in introductory physics
description	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.
format	article
author	E. W. Burkholder J. K. Miles T. J. Layden K. D. Wang A. V. Fritz C. E. Wieman
author_facet	E. W. Burkholder J. K. Miles T. J. Layden K. D. Wang A. V. Fritz C. E. Wieman
author_sort	E. W. Burkholder
title	Template for teaching and assessment of problem solving in introductory physics
title_short	Template for teaching and assessment of problem solving in introductory physics
title_full	Template for teaching and assessment of problem solving in introductory physics
title_fullStr	Template for teaching and assessment of problem solving in introductory physics
title_full_unstemmed	Template for teaching and assessment of problem solving in introductory physics
title_sort	template for teaching and assessment of problem solving in introductory physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/8787b4e0de1b4eafa04effc8aba6427b
work_keys_str_mv	AT ewburkholder templateforteachingandassessmentofproblemsolvinginintroductoryphysics AT jkmiles templateforteachingandassessmentofproblemsolvinginintroductoryphysics AT tjlayden templateforteachingandassessmentofproblemsolvinginintroductoryphysics AT kdwang templateforteachingandassessmentofproblemsolvinginintroductoryphysics AT avfritz templateforteachingandassessmentofproblemsolvinginintroductoryphysics AT cewieman templateforteachingandassessmentofproblemsolvinginintroductoryphysics
_version_	1718395238036275200

Template for teaching and assessment of problem solving in introductory physics

Ejemplares similares