Related papers: Using Analogy to Solve a Three-Step Physics Proble…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
Learning physics requires understanding the applicability of fundamental principles in a variety of contexts that share deep features. One way to help students learn physics is via analogical reasoning. Students can be taught to make an…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep similarities between problems based upon the physics principles so…
Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' ability to learn from analogical reasoning (with different…
The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared…
In this companion paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call…
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses…
The traditional approach to studying student understanding presents a question and uses the student answers to make inferences about their knowledge. However, this method does not capture the range of possible alternative ideas available to…
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
We describe the development of a junior-senior level course for Physics majors designed to teach Mathematica skills in support of their undergraduate coursework, but also to introduce students to modern research level results. Standard…
Equations are about more than computing physical quantities or constructing formal models; they are also about understanding. The conceptual systems physicists use to think about nature are made from many different resources, formal and…
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can…
Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels.…
We investigated the effects of student-generated problems on exams. The process was gradual with some training throughout the semester. Initial results were highly positive with the students involved performing significantly better, and…
Current conceptions of expert problem solving depict physical/conceptual reasoning and formal mathematical reasoning as separate steps: a good problem solver first translates a physical Current conceptions of quantitative problem-solving…
If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated…
Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work the authors have demonstrated that some of these…
One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts.…
Common research tasks ask students to identify a correct answer and justify their answer choice. We propose expanding the array of research tasks to access different knowledge that students might have. By asking students to discuss answers…