Document Sample

g Individual Teaching/Learning g Interviews to Facilitate Student Problem Solving P bl S l i Dong-H i N D N. S j R b ll Dong-Hai Nguyen & N Sanjay Rebello Physics Education Research Group Kansas State University AAPT Summer Meeting 2009 Ann Arbor, MI – July 27th 2009 Arbor This work is supported in part by NSF grant 0816207 1 Objective and Research Questions Objective: Facilitate students’ transfer of Objective bl l i kill bl problem solving skills across problems off different contexts and representations Questions: Research Questions What kinds of difficulties do students have when solving problems different contexts and representations? How does the sequence in which problems of different contexts and representations are presented to students affect their performance? What kinds of scaffolding may help students overcome those diffi lti ? th difficulties? 2 Methodology Teaching/Learning Interviews1 Calculus-based physics volunteers (N = 20) Each participant was interviewed 4 times during semester. in-class exam. Each interview came after an in class exam Each interview, the students were: • Asked to solve three problems: problem: a p Original p g problem from most recent exam Graphical problem: part of info. given as graph p part Functional problem: p of info. g given as function • Asked to think aloud while solving problems. Given verbal hi t whenever unable t proceed. • Gi b l hints h bl to d 3 1Engelhardt, et. al. 2003 Examples of Interview Problems Original problem in Interview 2 4 Examples of Interview Problems Functional problem in Interview 2 F ti l bl i I t i 5 Examples of Interview Problems Graphical problem in Interview 2 6 Results : Difficulties GRAPH: unable to process information from the graph provided. FUNCTION: inappropriate interpretation or use of the function given. PRINCIPLE: inappropriate use of physical principles. QUANTITY: incorrect use, calculations, and units of physical Q , , p y quantities. y p g FORMULA: incorrectly recalls a formula or interpret meaning of formulae/expressions. p y q VALUE: uses incorrect value of physical quantities. MATH: unable to manipulate mathematical processes. errors. CALCULATION: simple calculation errors 7 Results: Hints GRAPH: enables students to read off and process information from the graph provided. QUANTITY: helps students plan a strategy to find desired quantities using the info. given (e.g. graph, function), or to decide which quantities are applicable in each situation. MATH: questions on meaning of mathematical notations and operators. PRINCIPLE: enables students to determine the appropriate principle to use. INFO: asks students to take a more careful look at the problem statement to gather necessary data. FORMULA: helps students understand the meaning of a formula or an equation. CALCULATION: helps students recognize and correct simple 8 calculation errors. LTIES PER # OF DIFFICUL P STUDEENT 0 1 2 3 NCIPLE PRIN ANTITY QUA RMULA FOR VALUE V ORIGINAL MATH GRAPHICAL FUNCTIONAL G GRAPH DIFFICULTIES: G-F SEQUENCE CTION FUNC CALC E ERROR 9 LTIES PER # OF DIFFICUL P STUDEENT 0 1 2 3 E PRINCIPLE QUA Y ANTITY ORMULA FO A E VALUE ORIGINAL H MATH GRAPHICAL FUNCTIONAL H GRAPH DIFFICULTIES: F-G SEQUENCE NCTION FUN N CALC ERRORR 10 Results : Sequencing Effect Representational aspect sequence: G-F sequence most difficulties with graph sequence: F-G sequence minor difficulty with function Students’ transfer occurs FG more easily in the F-G sequence than in the G-F sequence. 11 Results : S i Eff t Sequencing Effect Contextual aspect p (from Original to 2nd problem Graphical: From Original to Graphical minor difficulties with principle and quantities. F O i i l to Functional: F ti From Original t Functional l some difficulties with principle and significant difficulties with quantities. 12 Conclusions Students bl to i t t h i l i St d t were unable t interpret physical meaning of f mathematical operators and processes. • Thus had difficulties solving problems in graphical and functional representations. When the context of the problem changed, could not relate the new problem to the original problem. Thus h d diffi lti id tif i th i i l d • Th had difficulties identifying the principle and physical quantities needed to solve the new problem The sequence of problems affected their performance: • Representational Change: Easier when Functional problem i presented b f is Graphical bl t d before G hi l problem. • Contextual Change : Harder when accompanied by representational change from Numerical to Graphical 13 THANK YOU 14

DOCUMENT INFO

Shared By:

Categories:

Tags:

Stats:

views: | 0 |

posted: | 2/15/2012 |

language: | |

pages: | 14 |

OTHER DOCS BY xiagong0815

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.