Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences

Balta, Nuri; Asikainen, Mervi A.

doi:10.3926/jotse.666

Cited by 8 publications

(7 citation statements)

References 24 publications

(39 reference statements)

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“…In solving the problems, students need to know the procedure or stages that are used to find out the right solution. Balta and Asikainen (2019) said that what students must have in the process of problemsolving is to use their qualitative understanding to get a quantitative solution. Thus, the ability of problem-solving can be interpreted as the students' ability to solve a given problem through steps and the right strategy to get a solution to a given problem.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Pramuditya

Noto²,

Azzumar³

2022

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This research is motivated by the problem-solving ability of students is still low, and the teaching materials used cannot be studied independently. The purpose of this study was to determine students' profiles about students' problem-solving abilities seen from indicators of choosing and implementing the problem-solving strategies to solve mathematical and outside mathematics using open-ended-based virtual reality games. A virtual reality game through open-ended-based learning media is made with the concept of moving the situation of learning mathematics in the real world into a virtual world displayed through a computer. This research used a qualitative method with a case study design. The research instrument used is a question of mathematical problem-solving ability through open-ended-based and interview transcripts. The research subjects were six eighth grade Junior High School students consisting of two students with high knowledge, two with moderate knowledge, and two with common knowledge. The result showed that students have different mathematical problem-solving abilities from each indicator, namely 1) identifying the adequacy of data for problem-solving, 2) making mathematical models from everyday situations or problems, 3) selecting and implementing strategies to solve math and math problems outside of using virtual reality games through open-ended based.

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Section: Introductionmentioning

confidence: 99%

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Pramuditya

Noto²,

Azzumar³

2022

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“…Several studies has been conducted to examine the effect of problem solvers' gender on problem-solving (e.g., Good, Maries, & Singh, 2022;Balta & Asikainen, 2019;Zohar & Sela, 2003;Haeruddin, Kamaluddin, Kade, & Pabianan, 2022;Duran, 2016;Gallagher, De Lisi, Holst, McGillicuddy-De Lisi, Morley & Cahalan, 2000;Sirait, Sutrisno, Balta & Mason, 2017). However, there is no conclusive evidence that suggests that representatives of both sexes have a higher ability to solve problems than representatives of the opposite sex.…”

Section: Gender Differences In Physics Educationmentioning

confidence: 99%

Improving the Students' Achievement by Comparing the Effectiveness of Two Methods of Teaching Physics to Undergraduate Students: A Small Number of Complex Tasks and a Large Number of Graded Difficulty Tasks

Aitjanov,

Nurshat,

Japashov

et al. 2024

Intl. J. Rel.

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This study examines the impact of two different types of physics assignments on the academic performance of undergraduate students. In particular, it compares how completing a a small number of complex tasks versus a large number of graded difficult tasks affects student success, as measured by test results and homework. Two groups were used in the quasi-experimental project: one was allocated to the main group (which used a small number of complex tasks), and the other was allocated to the control group (which used a large number of classified complex tasks). The data obtained indicate that there was no noticeable difference in the assimilation of knowledge between the two groups, which suggests that neither approach had a significant impact on students' academic achievements in terms of GPA. In addition, the study did not reveal a noticeable effect of gender differences on the assimilation of information by students.

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“…On other hand, research on solving physics problems also carried out in 2019. Such as Balta and Asikainen (2019) examined the introductory students' attitudes and approaches to physics problem solving in major, achievement level and gender differences. Baum (2019) solved some "calculus-based" physics problems with trigonometry.…”

Section: Physics Problem-solvingmentioning

confidence: 99%

Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

Prahanı

Kristiyanto

Siswanto

et al. 2021

Berk Ilm Pendidik Fis

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This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender.

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Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences

Cited by 8 publications

References 24 publications

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Characteristics of Students' Mathematical Problem Solving Abilities in Open-Ended-Based Virtual Reality Game Learning

Improving the Students' Achievement by Comparing the Effectiveness of Two Methods of Teaching Physics to Undergraduate Students: A Small Number of Complex Tasks and a Large Number of Graded Difficulty Tasks

Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

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