Introducing Ill-Structured Problems in Introductory Physics Recitations

Shekoyan, Vazgen; Etkina, Eugenia

doi:10.1063/1.2820930

Cited by 11 publications

(12 citation statements)

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“…Instead they draw a picture of the situation, think of it conceptually first without searching for equations, appeal to grand principles rather than superficial features, solve equations symbolically before plugging in any numbers, and finally evaluate the solution. Traditionally, the types of "problems" (more appropriately, exercises) that students encounter in general physics courses tend to be short, quick applications of one or two formulas [114,115]. At that stage of study, many of the students do not know that they will become physics teachers.…”

Section: Knowledgementioning

confidence: 99%

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Etkina

Gregorcic

Vokos

2017

Phys. Rev. Phys. Educ. Res.

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Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

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Section: Knowledgementioning

confidence: 99%

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Etkina

Gregorcic

Vokos

2017

Phys. Rev. Phys. Educ. Res.

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“…Shekoyan e Etkina [38] avaliam o desempenho dos alunos em problemas abertos depois de terem como auxílio questões-estímulo, enquanto Ding et al [39] avaliam o desempenho dos alunos em resolução de problemas abertos com o auxílio de questões conceituais prévias.…”

Section: Trabalhos De Pesquisaunclassified

“…Shekoyan e Etkina [38] afirmam que os problemas bem contextualizados são um tipo especial de problemas mal estruturados, mas não aprofundam a discussão. Para Truyol e Gangoso [29], as caracterizações para os tipos de problemas apresentam algumas contradições em diferentes trabalhos, e tambémé bastante comum encontrar trabalhos em que não há distinção entre essas categorias.…”

Section: O Que a Literatura Chama De Problemas Abertos E Quais Os Refunclassified

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Resolução de problemas abertos no ensino de física: uma revisão da literatura

Oliveira

Araújo

Veit

2017

Rev. Bras. Ensino Fís.

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Apresenta-se neste trabalho uma revisão da literatura em resolução de problemas abertos no Ensino de Física, contendo um panorama da produção acadêmica nos últimos 20 anos, assim como os referenciais teóricos e metodológicos adotados no ensino e na pesquisa relativa a problemas abertos no Ensino de Física. Foram consultados os principais periódicos nacionais e internacionais, resultando em 47 artigos, que foram divididos em três categorias para análise: Pesquisa (n=27), Propostas com Aplicação (n=9) e Apresentação de Propostas (n=11). Quanto às metodologias de pesquisa, predominam as quantitativas (n=9), com equilíbrio entre os delineamentos pré-experimental, experimental e quase-experimental, e os métodos mistos, no qual a maioria dos artigos (n=6) apresenta delineamento de pesquisa Integrado. Identificamos uma tendência das metodologias de ensino estarem intensamente fundamentadas em tentativa e erro, uma vez que, em geral, não são utilizados embasamentos em teorias de aprendizagem, que norteariam as práticas profissionais. Quanto aos referenciais teóricos de problemas abertos, prevalecem as concepções de Jonassen.

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“…However, no definition of such problems is given 66 neither in these texts nor in the reviews of problem-solving in physics (Hsu et al, 2004;Maloney, 67 1994;Maloney, 2011). There is agreement among physics educators that proper physics problems 68 are closer to the real world than the traditional and somewhat contrived problems found at the end 69 of the chapter in textbooks (such as inclined plane problems) (Ding, 2012), but otherwise no 70 consensus seems to have emerged about the nature of a physics problem: are they well-structured, 71 ill-structured (e.g, Shekoyan and Etkina 2007) or multifaceted (Ogilvie, 2009), context-rich (Heller 72 et al 1992) or context-poor, do they require the making of assumptions about the real world 73 (Fortus, 2005) etc.? 74 implicit to inform an understanding of the nature of problem-solving in physics.…”

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confidence: 99%

What Is Physics Problem-Solving Competency? The Views of Arnold Sommerfeld and Enrico Fermi

Niss

2018

Sci & Educ

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5A central goal of physics education is to teach problem-solving competency, but the nature of this 6 competency is not well-described in the literature. The present article uses recent historical 7 scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions on 8 the nature of physics problem-solving competency. The first, Sommerfeld's, is a "theory first, 9 phenomenon second" approach. Here the relevant problems originate in one of the theories of 10 physics and the goal of the problem-solver is to make a mathematical analysis of the suitable 11 equation(s) and then give a qualitative analysis of the phenomenon that arise from these 12 mathematical results. Fermi's position is a "phenomenon first, theory second" approach, where the 13 starting point is a physical phenomenon that is analyzed and then brought into the realm of a 14 physics theory. The two positions are illustrated with solutions to two problems and it is shown that 15 the two positions are reflected in problem collections of university educations in physics. 16 17

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Introducing Ill-Structured Problems in Introductory Physics Recitations

Cited by 11 publications

References 1 publication

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Resolução de problemas abertos no ensino de física: uma revisão da literatura

What Is Physics Problem-Solving Competency? The Views of Arnold Sommerfeld and Enrico Fermi

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