The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

Abstract

Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing their strategic knowledge in combination with support at the level of content knowledge. The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students.

The Improvement of Problem-Solving Skills and Physics Concept Mastery on Temperature and Heat Topic

“…The increase in the problem mastery in pre-test and post-test based on the normalized N-gain score was at a low category. The improvement of the problem mastery in pre-test and post-test based on the normalized N-gain score was at the low category with the range of 0.23; this research result was similar to the previous research reporting that the improvement of students' problem-solving skill was at a low category (Pol et al, 2008). Meanwhile, to measure the difference strength between pre-test and post-test was by using D-Effect Size calculation.…”

“…The problem-solving skills of pre-test and post-test were based on the N-gain score, which was normalized at the moderate category having the score of 0.34. The previous research also proved that the improvement of the students' problem-solving skills was in a low category because the students found it difficult in solving the physics problems (Pol et al, 2008).…”

Problem Solving in Genetics: Content Hints Can Help

“…Previous research suggests that receiving help in a variety of forms, including procedure-based prompts (Mevarech and Amrany, 2008), a combination of multiple content- and procedure-based prompts (Pol et al. , 2008), and models (Stull et al.…”

The Evaluation of Physics Students' Problem-Solving Ability Through Mauve Strategy (Magnitude, Answer, Units, Variables, and Equation)

“…He states that the students are difficult to solve the problem because of the low cognitive structure. Cognitive structures play an important role in helping to direct students' reasoning, displaying critical thinking ideas in addressing conceptual and mathematical issues in physics (Ibrahim &Robello 2012, Pol et al, 2008. Through the MAUVE strategy, it directs the cognitive structure of students through the combination of long-term and short-term memory.…”