Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

Abstract

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.

Efektivitas Model Pembelajaran ARIAS ditinjau dari Sikap Ilmiah: Dampak terhadap Pemahaman Konsep Fluida Statis

“…Pencapaian pemahaman konsep fisika yang lebih baik, ditinjau dari sikap ilmiah diperlukan suatu model pembelajaran yang berupaya menanamkan dasar-dasar berpikir ilmiah pada diri siswa. Ada banyak model pembelajaran yang dapat diterapkan dalam pembelajaran fisika, antara lain: Model POE (Jayanti, Romlah, & Saregar, 2016;Restami, Suma, & Pujani, 2013;Saregar, Diani, & Kholid, 2017), Inquiry Asyhari & Hartati, 2015), Problem-based Structure (Becerra-Labra, Gras-Martí, & Martínez Torregrosa, 2012), Discovery Learning (Syafi'i, Handayani, & Khanafiyah, 2014, Problem Based Learning (Yoon, Woo, Treagust, & Chandrasegaran, 2014)…”

Synthesis of discipline-based education research in physics

“…What features of Web-based homework systems successfully enhance students' problem solving skills? Several instructional strategies have been developed and tested, including the use of alternate types of problems [110][111][112][113][114], adopting an explicit problemsolving framework (i.e., a consistent sequence of problem solving steps) [115], conceptual approaches [116][117][118], cooperative group problem solving [119], and computer homework or tutor systems to help students become better problem solvers [71,120,121].…”

Identifying student and teacher difficulties in interpreting atomic spectra using a quantum model of emission and absorption of radiation

“…This article is part of a more ambitious project for the development and testing of guided problem-solving materials [22][23][24] in introductory physics courses to enable students to understand some basic concepts in quantum mechanics. In this article we focus on the difficulties that students encounter when trying to understand quantum emission and absorption of electromagnetic radiation, and the frequency and the intensity of spectral lines.…”