Analysis of Strategies Used by Students in Solving Motion Problems According to the Presentation of the Problem

Abstract

In this research, it was aimed to analyze the problem solving strategies used during solving problems related to constant speed and constant acceleration motion, which are often used in graphs, according to the presentation of the problem (text and graph). The research was carried out with 119 students studying in the 11th grade. In the research conducted in a case study pattern, data were collected using the problem solving strategies scale used in Physics at the high school level and open-ended questions about problems presented in two different ways. Scores from the scale were analyzed through the SPSS 25 program, and data from open-ended questions were analyzed by content analysis. According to the results obtained from the scales, it was determined that the problemsolving strategies used by students did not differ according to the presentation of the problem, but there was a difference in the stages of understanding the problem and organizing the problem according to the results obtained from open-ended questions. According to these results, it can be said that the way the problem is presented mostly affects the stage of understanding the problem. The understanding phase affects the solution process and the time required for the solution. Therefore, different techniques can be used to understand the problem according to the presentation of the problem during teaching.

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

“…The way of presentation of the problem (text, images, graphics, tables, etc.) affects the information used in solving problems and the steps followed (Eryilmaz Toksoy, 2022;Sartika et al, 2019). Problem solving is carried out in steps, namely: first, students visualize physics problems into visual representations, so that they can classify known variables to solve problems.…”