Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills

Whitcomb, Kyle M.; Guthrie, Matthew W.; Singh, Chandralekha; Chen, Zhongzhou

doi:10.1103/physrevphyseducres.17.010112

Cited by 7 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When used in class, students overwhelmingly recognize the benefit of the coaches in teaching them how to solve problems, more so than their homework system, in-class lectures, or textbook. Others have used similar considerations when creating other interactive online tutorials designed to foster physics problem-solving [54,131].…”

Section: Research-based Approaches To Foster Effective Problem-solvingmentioning

confidence: 99%

“…This process can be aided greatly by scaffolding via a cognitive apprenticeship model, i.e., modeling the criteria of good problem-solving, providing students with opportunities to practice effective problemsolving strategies in diverse problem contexts while receiving prompt feedback and support [51], and finally reducing the feedback gradually to help students develop self-reliance. Moreover, using this approach, problem-solving can be used to help students develop a robust knowledge structure and be able to transfer their learning from one situation to another [52][53][54]. For example, with appropriate scaffolding support, students can learn to recognize that all Newton's laws problems have the same underlying principle involved even though they may have very different surface features.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Maries

Singh

2023

Education Sciences

View full text Add to dashboard Cite

Understanding issues involved in expertise in physics problem solving is important for helping students become good problem solvers. In part 1 of this article, we summarize the research on problem solving relevant for physics education across three broad categories: knowledge organization, information processing and cognitive load, and metacognition and problem-solving heuristics. We also discuss specific strategies discussed in the literature for promoting the development of problem-solving skills in physics. This review article can be valuable in helping instructors develop students’ problem solving, reasoning, and metacognitive skills in physics and other related disciplines. Additionally, this review article is relevant across educational contexts in countries that may have different educational paradigms and challenges.

show abstract

Section: Research-based Approaches To Foster Effective Problem-solvingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Maries

Singh

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Tutorials can be used as self-paced assignments that allow for some scaffolding support while the student develops problem-solving independence and learns how to correct missteps along the way. A multitude of studies supporting the usefulness of such tutorials abounds [28][29][30][31][32]. Modern online versions of such tutorials can even be used for remote instruction [33], an application of a multiple-choice question that was overlooked when TAs in phase 2 were asked about how they might change a problem for use with remote instruction.…”

Section: Thinking Outside the Box-how To Make Use Of A Variety Of Pro...mentioning

confidence: 99%

The value of using different types of physics problems to help students become proficient problem-solvers

Good,

Marshman,

Yerushalmi

et al. 2023

Phys. Educ.

Self Cite

View full text Add to dashboard Cite

During a professional development course for graduate student teaching assistants (TAs), a question was asked–would you use a context-rich problem (presented via a narrative set in a real-world context, not broken into parts and sometimes even without an explicit question) in an introductory physics class, and if so, how? One graduate TA’s sentiment appeared to resonate with most of the other TAs in the class, ‘I will not use this at all.’. Though more experienced in teaching, physics faculty often share this point of view–less than half of interviewed faculty members indicated they appreciated yet would not use such a problem. But if we want students to become proficient problem-solvers, should we not employ a comprehensive toolbox containing a wide variety of problem-types? Is there not a place for a context-rich problem in our teaching or are we overlooking the benefits and utility of problems such as these? Evidence continues to suggest that TAs and faculty alike both appear to be reluctant to adopt some types of physics problems in their teaching, while relying almost completely on just a couple types of problems. Based upon education research data, we believe it is time to broaden those horizons.

show abstract

“…This design is motivated by both the "mastery-learning" format that allows students who are already familiar with the content to proceed quickly to the next assignment and by the concept of "preparation for future learning" intending to improve students' learning from the IC by exposing them to the questions first. It also allows researchers to more easily measure knowledge transfer between subsequent modules [23]. A number of OLM modules form an OLM sequence on a more general topic (e.g., conservation of mechanical energy) and students are required to pass the AC or use up all attempts before moving onto the next OLM in that sequence.…”

Section: Design Of Olm and Olm Sequencesmentioning

confidence: 99%

A Multi-Level Trace Clustering Analysis Scheme for Measuring Students' Self-Regulated Learning Behavior in a Master-Based Online Learning Environment

Zhang¹,

Taub²,

Chen³

2021

Preprint

Self Cite

View full text Add to dashboard Cite

The study introduces a new analysis scheme to analyze trace data and visualize students' self-regulated learning strategies in a mastery-based online learning modules platform. The pedagogical design of the platform resulted in fewer event types and less variability in student trace data. The current analysis scheme overcomes those challenges by conducting three levels of clustering analysis. On the event level, mixture-model fitting is employed to distinguish between abnormally short and normal assessment attempts and study events. On the module level, trace level clustering is performed with three different methods for generating distance metrics between traces, with the best performing output used in the next step. On the sequence level, trace level clustering is performed on top of module-level clusters to reveal students' change of learning strategy over time. We demonstrated that distance metrics generated based on learning theory produced better clustering results than pure data-driven or hybrid methods. The analysis showed that most students started the semester with productive learning strategies, but a significant fraction shifted to a multitude of less productive strategies in response to increasing content difficulty and stress. The observations could prompt instructors to rethink conventional course structure and implement interventions to improve self-regulation at optimal times.

show abstract

Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills

Cited by 7 publications

References 26 publications

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

The value of using different types of physics problems to help students become proficient problem-solvers

A Multi-Level Trace Clustering Analysis Scheme for Measuring Students' Self-Regulated Learning Behavior in a Master-Based Online Learning Environment

Contact Info

Product

Resources

About