New approach to analyzing physics problems: A Taxonomy of Introductory Physics Problems

Teodorescu, Raluca; Bennhold, C.; Feldman, G.; Medsker, Larry R.

doi:10.1103/physrevstper.9.010103

Cited by 38 publications

(49 citation statements)

References 33 publications

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“…It is known, for example, that most physics problems are highly specialized (Teodorescu, Bennhold, Feldman, & Medsker, 2013). In thermodynamics courses students are often asked to "consider an ideal gas in a cylinder with a frictionless piston .…”

Section: Discussionmentioning

confidence: 99%

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Georgiou

Maton

Sharma

2014

Canadian Journal of Science, Mathematics and Technology Educati

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Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT-semantic gravity-that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education. Abstract: Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT-semantic gravity-that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education.Résumé: La recherche en enseignement des sciences a produit de nombreusesétudes sur la compréhension desétudiants, mais a souvent ignoré la nature du savoir scientifique lui-même. La théorie de la légitimation du code (TLC), une approche de plus en plus importante en enseignement, propose une façon d'analyser les principes structurels des pratiques du savoir et leurs effets sur l'enseignement des sciences. Cet article est centré sur un concept en particulier tiré de la TLC-la gravité sémantique-qui conceptualise les différences commeétant dépendantes du contexte. L'article se sert de ce concept pour faire une analyse qualitative des réponses tertiaires desétudiantsà une question de physique thermique. L'un des résultats, selon lequel les réponses légitimes doivent se situer dans un certain rayon de dépendance contextuelle, illustre comment le fait de mettre l'accent sur les principes structurels du savoir ouvre une avenue prometteuse pour l'enseignement des sciences.

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Section: Discussionmentioning

confidence: 99%

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Georgiou

Maton

Sharma

2014

Canadian Journal of Science, Mathematics and Technology Educati

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“…To articulate what BEMA actually intends to measure, we analyzed the individual items by using a revised twodimensional Bloom taxonomy [46][47][48][49]. These two dimensions in the Bloom taxonomy are content and cognition.…”

Section: Qualitative Analysis Of Bema Constructmentioning

confidence: 99%

Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

Ding

2014

Phys. Rev. ST Phys. Educ. Res.

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Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students' overall understanding of E&M without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M&I). While prior findings were in favor of M&I, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M&I students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E&M concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

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“…MAUVE Strategy have strength to evaluate of certain the students worksheet who teachers need. Beside that, it can grow the students' spirit to try in solving the physics problem ( Hill, 2016, Teodorescu et al, 2013. The long-term memory effect of the students is more honed with the MAUVE evaluation strategy.…”

Section: Conclusion and The Scope Of Future Researchmentioning

confidence: 99%

The Evaluation of Physics Students' Problem-Solving Ability Through Mauve Strategy (Magnitude, Answer, Units, Variables, and Equation)

Nikat

Parno

Latifah

2018

pijss

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New approach to analyzing physics problems: A Taxonomy of Introductory Physics Problems

Cited by 38 publications

References 33 publications

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

The Evaluation of Physics Students' Problem-Solving Ability Through Mauve Strategy (Magnitude, Answer, Units, Variables, and Equation)

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