Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics

Abstract

In this study a two-sample, pre/posttest, quasi-experimental design was used to investigate the effect of explicit problem-solving instruction on high school students' conceptual understanding of physics. Eight physics classes, with a total of 145 students, were randomly assigned to either a treatment or comparison group. The four treatment classes were taught how to use an explicit problem-solving strategy, while the four comparison classes were taught how to use a textbook problem-solving strategy. Students' problem-solving performance and conceptual understanding were assessed both before and after instruction. The results indicated that the explicit strategy improved the quality and completeness of students' physics representations more than the textbook strategy, but there was no difference between the two strategies on match of equations with representations, organization, or mathematical execution. In terms of conceptual understanding, there was no overall difference between the two groups; however, there was a significant interaction between the sex of the students and group. The explicit strategy appeared to benefit female students, while the textbook strategy appeared to benefit male students. The implications of these results for physics instruction are discussed.

The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools

“…While the strategies summarised above were all employed at universities, Huffman (1997) explored structured problem solving in high school physics. Huffman demonstrated that an explicit problem solving strategy improved problem solving performance as well as conceptual understanding.…”

“…Students were encouraged to substitute numerical values before starting algebraic manipulation, the reason being that poor mathematical abilities could prevent many students from arriving at correct symbolic solutions. Here the current approach differed from others who preferred symbolic solutions before substitution (Huffman, 1997;Wright & Williams, 1986;Reif et al, 1976). It was argued that emphasis on symbolic solutions could be counterproductive for disadvantaged students with poor mathematical skills.…”

“…Assuming that the control group teachers and students used this typical textbook strategy, the control group would be equipped with an algorithm for this topic, thereby keeping up with the treatment group. This result was in agreement with Huffman's (1997) conclusion that 'textbook' and 'explicit' strategies yielded similar results.…”

An Overview of Problem Solving Studies in Physics Education

“…According to this study using force concept test and problem-solving strategy rubric as a measurement tool, the students in the experimental group made progress in the visualization step of problem solving strategies. However, in the steps of establishing equality, using formulas, mathematical processing skills, there was no difference in the ability of using use problem solving strategies of the experimental and control group students (Huffman, 1997).…”

Conceptual problem solving in high school physics

“…However, both are designed in a context outside of problem solving and with no mathematics. One high school study [29] did compare the impact of "explicit problem solving instruction" to traditional problem solving instruction on various conceptual and problem solving measures. Both approaches included five steps:…”