Related papers: Effect of Misconception on Transfer in Problem Sol…
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…
Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…
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…
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…
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the problem they self-diagnosed was unusually difficult. We…
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…
This manuscript is written for students in introductory physics classes to address some of the common difficulties and misconceptions of the normal force, especially the relationship between normal and friction forces. Accordingly, it is…
Most students struggle when faced with complex and ill-structured tasks because the strategies taught in schools and universities simply require finding and applying the correct formulae or strategy to answer well-structured, algorithmic…
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…
Students entering engineering in universities of applied sciences were tested to see whether they understood easy Science problems within the first week of the first semester. The test comprised of mathematics and physics questions in both…
Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using…
How students use mathematics in their physics classes has been studied extensively in the physics education literature. In addition to specific mathematical methods in specific physics contexts, possible effects of more general "cultural"…
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…
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…
The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior research suggests that many introductory physics students show…
Formally investigating the sources of students' difficulties around specific subjects is crucial for developing appropriate strategies to help students. We have been studying difficulties in understanding magnetism encountered by students…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
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.…