Teaching problem-solving in physics: A course in electromagnetism

Weeren, J. H. P. van; Mul, F.F.M. de; Peters, Martine; Kramers-Pals, Hennie; Roossink, H.J.

doi:10.1119/1.12738

Cited by 15 publications

(15 citation statements)

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“…Explicitly modeling an organized set of problem-solving steps and reinforcing this framework throughout a course results in higher course performance [92,115,175,176]. Often such frameworks are based on the work of the mathematician Polya [177]: understand the problem, plan the solution, execute the plan, and look back [73,178,179] but are expanded to include explicit guidelines for constructing an initial description of the problem.…”

Section: Instructional Strategiesmentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

396

320

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This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

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Section: Instructional Strategiesmentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

396

320

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“…Research indicates that when instructors explicitly model and encourage students to follow a set of problem solving strategies explicating expert-like behavior, students are likely to adapt a more expert-like problem-solving approach [5,[7][8][9][10][11][12]. These strategies are also referred to in the literature [9] as prescriptive problem solving strategies.…”

Section: A Promoting Expert-like Problem Solving Approachesmentioning

confidence: 99%

“…Helping students develop an expert-like problem solving approach is an important instructional goal for the introductory physics courses, valued both by physics instructors [1][2][3], as well as stake holders in academics and industry [4]. Indeed, instructional strategies have been developed and shown to help students improve their problem solving skills [5][6][7][8][9][10][11][12][13][14][15]. For example, the research comparing novice and expert problem solvers has identified expert-like approaches to problem solving involving elements such as initial problem analysis, planning ahead the solution, and ongoing evaluation of the progress made in the solution accompanied by refinement of the solver's understanding of the principles and concepts involved [16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Teaching assistants’ beliefs regarding example solutions in introductory physics

Lin

Henderson

Mamudi

et al. 2013

Phys. Rev. ST Phys. Educ. Res.

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As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding the use of example solutions in introductory physics. In particular, we examine how the goal of promoting expertlike problem solving is manifested in the considerations of graduate TAs' choices of example solutions. Twenty-four first-year graduate TAs were asked to discuss their goals for presenting example solutions to students. They were also provided with different example solutions and asked to discuss their preferences for prominent solution features. TAs' awareness, preferences, and actual practices related to solution features were examined in light of recommendations from the literature for the modeling of expertlike problem-solving approaches. The study concludes that the goal of helping students develop an expertlike problem-solving approach underlies many TAs' considerations for the use of example solutions. TAs, however, do not notice and do not use many features described in the research literature as supportive of this goal. A possible explanation for this gap between their belief and practices is that these features conflict with another powerful set of values concerned with keeping students engaged, setting adequate standards, as well as pragmatic considerations such as time requirements and the assignment of grades.

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“…Van Weeren et al (1982), a partir del modelo desarrollado inicialmente por Mettes et al (1980) denominado programa de acciones y métodos (PAM), cuya adaptación al ámbito del electromagnetismo resultaba, en palabras de los autores, excesivamente extenso y detallado, proponen una estrategia de resolución de problemas denominada aproximación sistemática a la resolución de problemas, (SAP), que consiste básicamente en la transformación de los problemas cuantitativos en problemas estándar, a través de tres fases: Fase 1: Lectura razonada del problema. Análisis cuidadoso de los datos y de las incógnitas, representándolos esquemáticamente.…”

Section: Modelos Algorítmicos De Resolu-ción De Problemasunclassified

¿Cuáles son las innovaciones didácticas que propone la investigación en resolución de problemas de física y qué resultados alcanzan?

Ceberio¹,

Guisasola²,

García³

2009

ensciencias

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Resumen. Durante décadas la investigación en resolución de problemas ha constituido objetivo preferente tanto de psicólogos como de investigadores en enseñanza de las ciencias. En este trabajo analizamos las investigaciones en resolución de problemas atendiendo, fundamentalmente, a la propuesta didáctica que realizan, en relación con la cual surgen algunas cuestiones: ¿cuáles son las innovaciones que se proponen? ¿hasta qué punto se logran sus objetivos de aprendizaje? ¿en qué medida los cambios didácticos propuestos in uyen en que los estudiantes resuelvan mejor los problemas? Examinamos el conjunto de intentos por desarrollar teorías de la cognición que abarcan un amplio abanico de posturas en su concepción de aprendizaje y que tienen  el re ejo en el surgimiento de propuestas didácticas en resolución de problemas: aprendizaje por algoritmos y heurísticos, aprendizaje basado en potenciar las estrategias de resolventes expertos y aprendizaje basado en la investigación. Palabras clave. Resolución de problemas de física, revisión bibliográ ca, perspectiva didáctica. What are the teaching innovations proposed by research to solve problems in physics and what results have been achieved?Summary. For decades, research into problem-solving has been the favourite subject for both psychologists and researchers into teaching sciences. In this work, we will analyse research into problem-solving paying particular attention to the didactic proposal which they make which, in turn, raises further questions: What innovations are proposed? To what point are the learning objectives achieved? To what extent do the proposed didactic changes in uence the students to solve problems more successfully? We will examine all the attempts to develop cognition theories which cover a wide scope in terms of their learning conception and which are faithfully re ected in the emergence of didactic proposals for problem solving: learning via algorithms and heuristics, learning based on strengthening expert solving strategies and Inquiry-Based learning.

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Teaching problem-solving in physics: A course in electromagnetism

Cited by 15 publications

References 0 publications

Synthesis of discipline-based education research in physics

Synthesis of discipline-based education research in physics

Teaching assistants’ beliefs regarding example solutions in introductory physics

¿Cuáles son las innovaciones didácticas que propone la investigación en resolución de problemas de física y qué resultados alcanzan?

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