The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools

Gaigher, Estelle; Rogan, John M.; Braun, M. W. H.

doi:10.1080/10288457.2006.10740601

Cited by 10 publications

(9 citation statements)

References 31 publications

(45 reference statements)

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“…Efforts have been made to support students through the introduction of problem solving heuristics requiring them to step through discrete stages when solving problems (for example in physics (Gaigher, Rogan, & Braun, 2006) and engineering design (Kimmel et al, 2003)). Heylen et al (2007) recognise the complexity of integrating multidisciplinary fields inherent in engineering problem solving and design and opt for building the complexity gradually with the guidance of 'coaches' and 'specialists '.…”

Section: Engineering Problem Solvingmentioning

confidence: 99%

Problem-solving discourse models: informing an introductory engineering course

Wolmarans¹,

Collier-Reed²

2010

African Journal of Research in Mathematics, Science and Technol

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This article draws on Gee's notions of Discourse and specifically Discourse Models to explore Engineering Problem Solving 1 and the different ways in which it can be understood in an engineering context. After Gee we attempt to identify aspects of doing, being and valuing that underpin people's Problem Solving Discourse Models. Interviews with three engineering lecturers reveal that they draw extensively on two different Discourse Models of Engineering Problem Solving. The more highly valued Model (Integrated Design Model) reflects engineering practice, is located in engineering design and dependant on judgement. The other is located in the classroom and involves the algorithmic resolution of mathematical models, (Knowledge Construction Model). These Discourse Models form a backdrop to interviews with three students entering an engineering degree programme for the first time. The three students each draw different Discourse Models of Problem Solving, and display characteristics (such as the level of confidence) that align more or less with Engineering Problem Solving, sometimes obscuring their understanding. The implications of these findings in terms of an introductory engineering course are discussed. These include recognising the potential diversity of Problem Solving Discourse Models our students bring to tertiary education, as well as the difficulty of introducing a legitimate design project requiring the level of judgement needed to interpret open-ended, ill-defined problems and then integrate multiple quantitative models with multidisciplinary qualitative judgements in a rigorous manner.

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Section: Engineering Problem Solvingmentioning

confidence: 99%

Problem-solving discourse models: informing an introductory engineering course

Wolmarans¹,

Collier-Reed²

2010

African Journal of Research in Mathematics, Science and Technol

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“…The science teachers and students in the experimental schools applied a specific seven-step strategy to the solving of the physics problems throughout the academic year. The students in the experimental group achieved better results in the examinations; the examination statistics together with a theory of the codevelopment of problem-solving skill and conceptual understanding have been reported elsewhere (Gaigher, 2004;Gaigher, Rogan, & Braun, 2006).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Development of Conceptual Understanding through Structured Problem‐solving in Physics

Gaigher

Rogan

Braun

2007

International Journal of Science Education

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A study on the effect of a structured problem-solving strategy on problem-solving skills and conceptual understanding of physics was undertaken with 189 students in 16 disadvantaged South African schools. This paper focuses on the development of conceptual understanding. New instruments, namely a solutions map and a conceptual index, are introduced to assess conceptual understanding demonstrated in students' written solutions to examination problems. The process of the development of conceptual understanding is then explored within the framework of Greeno's model of scientific problem-solving and reasoning. It was found that students who had been exposed to the structured problem-solving strategy demonstrated better conceptual understanding of physics and tended to adopt a conceptual approach to problemsolving.

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“…Elkeen van hierdie vier domeine bestaan uit twee lae, laag a en laag b. Laag a bevat onafhanklike items, of kennissegmente, terwyl die geassosieerde laag b-strukture van hierdie items bevat, m.a.w. betekenisvolle kombinasies of strukture van die kennissegmente (Gaigher 2006). Die WHs, sowel as die USM, is met die gekose subonderwerpe van elektrisiteit saamgesmelt.…”

Section: Uitgebreide Semantiese Modelunclassified

Development of an explanatory framework for the solution of electricity problems

Koontse

Kriek

2017

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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Problem solving is considered a higher order thinking skill and is included as one of the 21st century’s core competencies. To demonstrate how students’ use of a specific mathematical approach leads to a particular type of understanding when solving problems in electricity, an interpretive framework was developed. This interpretive framework combined two extensively used frameworks, namely Mathematical Resources (MR) and Extended Semantic Model (ESM) and was rationalised in electricity subtopics namely electric circuit, electric force and electric field. An interpretivist research paradigm was chosen to explain and derive meaning from fifteen first year physics students’ mathematical approaches in solving electricity problems. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. The need for a qualitative approach to solving physics problems rather than a quantitative one was presented and this has implications for future approaches to teaching science.

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The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools

Cited by 10 publications

References 31 publications

Problem-solving discourse models: informing an introductory engineering course

Problem-solving discourse models: informing an introductory engineering course

Exploring the Development of Conceptual Understanding through Structured Problem‐solving in Physics

Development of an explanatory framework for the solution of electricity problems

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