Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

Abstract

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre-and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Students’ Abilities to Solve RC Circuits with Research-based Educational Strategies

“…It seems that it is required to have a strong conceptual understanding, but this is not sufficient. These results are in partial agreement with McDaniel et al [18]. In our study, we definitely see that students with good quantitative results, at the same time, have good qualitative results.…”

“…This result could be indirect evidence that there is no correlation between conceptual understanding and problem-solving skills. In a recent study [18], however, authors analyzed the relationship between conceptual understanding and problem-solving skills in a comparison of two types of instruction; namely, interactive engagement and traditional lecture. They concluded that conceptual understanding does not necessarily support improved quantitative physics problem-solving.…”

Understanding the relationship between student attitudes and student learning

“…Although exams were designed to necessitate conceptual understanding, they were centered on quantitative problem solving. Previous theoretical and empirical work suggests that for introductory physics students, conceptual physics knowledge and quantitative problem-solving knowledge (in physics) can be somewhat independent [16,17]. Perhaps expertlike attitudes (revealed by the CLASS) are mostly related to conceptual learning outcomes, with relatively more novicelike approaches (e.g., approaching quantitative problems in terms of focusing on equations and computations) proving sufficient to support the quantitative problem solving required by the exams.…”

“…Thus, including both exam averages and concept inventories allows examination of how attitudes relate to both conceptual understanding and quantitative problemsolving skill. Capturing both of these learning outcomes is important because previous theoretical work (modeling) and empirical findings suggest that for introductory physics students, acquisition of conceptual understanding and of quantitative problem-solving skill is somewhat independent [16,17].…”

Modernisation of the intermediate physics laboratory

“…Physics education research has found little evidence for students obtaining other skills than the ones explicitly focused on. For example, conceptual understanding does not arise from solving only computational problems [1], and focusing on concepts and obtaining conceptual change does dot improve problem solving skills [2].…”