Constraining Novices to Perform Expertlike Problem Analyses: Effects on Schema Acquisition

Dufresne, Robert J.; Gerace, William J.; Hardiman, Pamela Thibodeau; Mestre, José P.

doi:10.1207/s15327809jls0203_3

Cited by 151 publications

(126 citation statements)

References 17 publications

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“…Reiser, 2002). Approaches that we classify as epistemic script components may thus map expert-like strategies onto the interaction of learners (Dufresne, Gerace, Thibodeau Hardiman, & Mestre, 1992;Herrenkohl and Guerra, 1998). For instance, these components provided collaborative learners with task strategies such as predicting and theorizing, summarizing results, and relating predictions and theories to results.…”

Section: Script Components For Argumentative Knowledge Constructionmentioning

confidence: 99%

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Weinberger¹,

Stegmann

Fischer³

et al. 2007

Scripting Computer-Supported Collaborative Learning

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Section: Script Components For Argumentative Knowledge Constructionmentioning

confidence: 99%

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Weinberger¹,

Stegmann

Fischer³

et al. 2007

Scripting Computer-Supported Collaborative Learning

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“…Another attempt to integrate conceptual knowledge within problem solving used a computer-based tool that allowed users to analyze problems in terms of the principles or concepts needed to solve them [23,24]. To analyze problems using the tool, students made selections from a series of menus, with each subsequent menu becoming increasingly specific and building on choices made in previous menus.…”

Section: Introductionmentioning

confidence: 99%

Conceptual problem solving in high school physics

Docktor

Strand

Mestre

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

146

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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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“…Novices, who are less skilled in categorization, may require explicit guidance in order to learn relevant clues and how to judge the appropriateness of principles for a particular problem situation [21][22][23][24]. There is some evidence suggesting that it is possible to train students to consider principles or concepts when generating problem solutions using techniques such as hierarchical analysis [32,33] and writing qualitative strategies [34]. These studies indicate that after problem-solving training lasting at least several hours during which the role of principles and concepts is emphasized, students become better at selecting the appropriate principle(s) needed to solve problems.…”

Section: B Role Of Categorization In Problem Solvingmentioning

confidence: 99%

Impact of a short intervention on novices’ categorization criteria

Docktor

Mestre

Ross

2012

Phys. Rev. ST Phys. Educ. Res.

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Research on physics problem categorization has established that proficient problem solvers are able to group together physics problems that would be solved by similar principles and use conceptual approaches when solving problems, whereas weak solvers rely more heavily upon surface features (objects, contexts, and quantities provided) to identify specific equations that match to the problem situation. This study explores the degree to which novices are able to shift their categorization strategies toward one that is more principle based as a result of a brief, computer-based intervention designed to highlight the role of principles as categorization criteria. Students finishing an introductory algebra-based mechanics course were presented with a sequence of problem pairs, asked to judge whether each pair would be solved similarly, and provided with feedback. Students in one condition received feedback that was very sparse and only indicated correctness, whereas students in a second condition viewed elaborate feedback that linked problem features to the appropriate concepts and principles to solve each problem. We found an increased use of physics principles in the reasoning provided by students who received the elaborate feedback whereas students who did not view this elaboration primarily cited quantities in the problem statement. Although these results suggest it is possible to increase students' attention to principles when approaching problems, poor performance on the items indicates that considering the appropriateness of principles remains a difficult task for beginning physics students.

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Constraining Novices to Perform Expertlike Problem Analyses: Effects on Schema Acquisition

Cited by 151 publications

References 17 publications

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Conceptual problem solving in high school physics

Impact of a short intervention on novices’ categorization criteria

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