Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems

Leonard, William J.; Dufresne, Robert J.; Mestre, José P.

doi:10.1119/1.18409

Cited by 147 publications

(150 citation statements)

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“…Here, as in Ref. [26], the aim was to highlight the role of conceptual knowledge in problem solving, and this could be accomplished by writing the principle, justification, and plan either before or after generating a solution with equations.…”

Section: Planmentioning

confidence: 99%

“…The strategies used in Ref. [26] for the study with university STEM majors were intended to be prose descriptions of the principle(s), justification(s), and procedure(s) needed to solve problems, but no specific guidance was provided for how to write strategies other than telling them that a good strategy had to be a logical discussion of how to solve a problem that contained the three pieces above. For the high school student population we broke down this process into more specific stages to provide more guidance to students on what was expected of them.…”

Section: Planmentioning

confidence: 99%

“…The features of CPS are adapted from Ref. [26] and modified Problem: At point A on a roller-coaster, a 150 kg car is traveling at 13 m/s and is 3 m above the ground. Calculate the speed of the car at point B, when it is 5 m above the ground.…”

Section: Learning Materialsmentioning

confidence: 99%

“…Yet another study [26] conducted in a large introductory mechanics college course asked that students write conceptual, qualitative "strategies" [descriptions of the principle(s) needed to solve a problem, a justification for why the principle(s) applied to the problem, and a procedure for applying the principle(s)] for problems in homework and exams prior to generating a solution. Course instructors modeled writing quality strategies in lecture and discussion sections, and posted solutions for the weekly homework assignments that displayed both strategies and solutions for all problems.…”

Section: Introductionmentioning

confidence: 99%

“…Materials were developed to encourage students to perform qualitative analyses of problems (similar to the strategies described in Ref. [26]), and then to use those strategies in formulating quantitative solutions to problems. The intervention attempted to steer students' tendencies away from equation hunting and toward following a general framework for solving problems that began with identifying principles to apply, justifying why they could be applied to the problem, and then generating a solution plan to generate an answer.…”

Section: Introductionmentioning

confidence: 99%

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Conceptual problem solving in high school physics

Docktor

Strand

Mestre

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

142

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Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

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Section: Planmentioning

confidence: 99%

Section: Planmentioning

confidence: 99%

Section: Learning Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Conceptual problem solving in high school physics

Docktor

Strand

Mestre

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

142

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The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

Felder

Brent

2004

J of Engineering Edu

142

136

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As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development.

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Chapter 21: Teaching Learning Processes-to Students and Teachers

Barnett

Hodges

2009

To Improve the Academy

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Our teaching and learning center serves faculty and graduate students as teachers and undergraduates as learners. Here weshare theexperiences of graduate studentfacilitators whom we trained to lead problem-solving skills workshops for undergraduates. Our aim was to help these graduate students see themselves as teachers of disciplinary thinking as much as of disciplinary content. However, they also began to reexamine their teaching beliefs and practices, recognize and respond to the needs of novice learners, and become more conscious of the demands of learning their disciplines. We offer thisprogram as a model for developing future faculty. Source: Adapted in part from Walter Pauk. H(JlJ} toStudy in CoUege, 7th ed., Houghton Mifflin, 2001.

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Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems

Cited by 147 publications

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Conceptual problem solving in high school physics

Conceptual problem solving in high school physics

The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

Chapter 21: Teaching Learning Processes-to Students and Teachers

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