Individual differences within problem-solving strategies used in physics

Dhillon, Amarjit Singh

doi:10.1002/(sici)1098-237x(199806)82:3<379::aid-sce5>3.0.co;2-9

Cited by 49 publications

(37 citation statements)

References 8 publications

(12 reference statements)

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“…For example, physics experts initiate the problem-solving process by representing a situation on the basis of physics principles and relevant available data (Larkin, McDermott, Simon, & Simon (1980a);Larkin, McDermott, Simon, & Simon (1980b). They use theoretically-driven strategies and conceptual schemas to integrate both the provided relevant information and the abstract relationships between problem elements (Dhillon, 1998;Larkin, 1985).…”

Section: The Role Of Strategy In Expert Cognitionmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994;Cooke & Breedin, 1994). This article evaluates research on experts' cognition, the accuracy of experts' self-reports, and the efficacy of instruction based on experts' self-reports. Analysis of this evidence indicates that experts' free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts' self-report errors and discusses implications for the continued improvement of instructional design processes.

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Section: The Role Of Strategy In Expert Cognitionmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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“…Finally, metacognition plays a fundamental role in expert problem solving; experts spend a considerable amount of time analyzing problems, planning general solutions, selecting strategies, and evaluating the outcomes of their actions. This type of metacognitive activity is deficient in most novices [23,24,25].…”

Section: Discussionmentioning

confidence: 99%

Emerging Technologies in Physics Education

Krusberg

2007

J Sci Educ Technol

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Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies -Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools -are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.

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“…Although qualitative analysis has been associated with successful problem solving (Heller & Reif, 1984) and identified as one of fourteen fundamental activities in problem solving (Dhillon, 1998), it has not been prescribed as a step in the structured problem solving strategies reported in the literature. In our strategy, the step 'analysis' combines aspects of modelling (Halloun & Hestenes, 1987) and strategy writing (Leonard et al, 1996), by including classroom discourse as well as written arguments to justify the selection of principles to solve the particular problem.…”

Section: Methodsmentioning

confidence: 99%

“…Dhillon (1998) observed that novice problem solvers had difficulty to relate quantities, and used symbols to infer connections. On the other hand, experts used the conceptual meaning of quantities to relate them.…”

Section: Literature Surveymentioning

confidence: 99%

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

Gaigher

Rogan

Braun

2006

African Journal of Research in Mathematics, Science and Technol

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A quasi-experimental study was undertaken to extend first-world research on physics problem solving into disadvantaged South African classrooms. Sixteen urban high schools, involving 189 learners, participated in the study, investigating the effect of a structured problem solving strategy on performance and conceptual understanding. This article focuses on the enhancement of problem solving performance in classroom tests and the midyear examination. The treatment group outperformed the control group by 8% in the midyear examination. Using ANOVA, this increased average score was statistically significant at the .001 level, indicating enhanced problem solving skills. Furthermore, it was demonstrated that the strategy was not transferred successfully to topics studied prior to implementation of the problem solving strategy. A theory is presented to explain the results in terms of the co-development of conceptual understanding and problem solving skill.

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Individual differences within problem-solving strategies used in physics

Cited by 49 publications

References 8 publications

The Implications of Research on Expertise for Curriculum and Pedagogy

The Implications of Research on Expertise for Curriculum and Pedagogy

Emerging Technologies in Physics Education

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

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