Analysis of physics students’ problem solutions: calculating the work done by a three-dimensional conservative force field

Abstract

The aim of this study is to analyze physics students’ problem solutions related to calculus-based physics problems. The sample of this study consists of 41 third-year university students studying in a physics education program. Two physics problems were posed to the students in the study. The students’ problem solutions were analyzed descriptively. According to one of the results obtained from the study, most of the students calculated the curl of the force field and proved whether it is conservative or not. However, the students had difficulties while calculating the work done in the force field. In relation to this, some students tried to calculate the work using mathematical equations which are incompatible with the analysis of the unit systems and contrary to the nature of the vector quantities. Besides, it has been determined that students have difficulties with the limits and variables of integrals.

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

“…d) Conceptual learning and problem solving: six studies investigated gender differences in the conceptual learning and problem solving of physics topics. Studies showed no significant statistical difference between male and female performance in relation, for example, to solutions of calculus-based force problems (Gülçiçek, 2019) or to the learning of magnetism concepts (Li & Singh, 2017). The teaching of Einsteinian concepts to middle school students showed to increase girls' scores in physics (Kaur et al, 2017).…”

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

“…d) Aprendizagem conceitual e resolução de problemas: seis estudos investigaram diferenças de gênero na aprendizagem conceitual e resolução de problemas de tópicos de física. Os estudos não mostraram diferença estatística significativa entre o desempenho masculino e feminino em relação, por exemplo, às soluções de problemas de força baseados em cálculo (Gülçiçek, 2019) ou ao aprendizado de conceitos de magnetismo (Li & Singh, 2017). O ensino de conceitos einsteinianos para alunos do ensino médio mostrou aumentar as notas das meninas em física (Kaur et al, 2017).…”