Solving problems to learn concepts, how does it happen? A case for buoyancy

Buteler, Laura; Coleoni, Enrique Andrés

doi:10.1103/physrevphyseducres.12.020144

Cited by 19 publications

(16 citation statements)

References 12 publications

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“…Solving problems involves activities such as using basic thought processes to solve specific difficulties. Problem-solving skill is one way to see the mastery of concepts because in solving problems students must know the concepts and principles that will be used (Buteler & Coleoni, 2016;Docktor, Strand, Mestre, & Ross, 2015). Problem-solving skills require appropriate training and learning models.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

Chamidy

Degeng

Ulfa

2020

Journal for the Education of Gifted Young Scientists

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This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, & Dawley (2008), Chilton & Bloodgood (2007), Somech & Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problemsolving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problemsolving while learning outcomes indicate that students use their tacit knowledge for problem-solving.

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Section: Discussionmentioning

confidence: 99%

The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

Chamidy

Degeng

Ulfa

2020

Journal for the Education of Gifted Young Scientists

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“…Their well-defined nature and purpose makes most of these problems appropriate for the analysis of physics ideas, while an exemption of them might demand students knowledge utilization, the highest level of cognitive demand according to the taxonomy of introductory physics problems [17]. Differently, qualitative physics problems, also well-defined, have shown richer opportunities for learning [13,18,19] as well as collaboration [20,21].…”

Section: Algebra-based Physics Problems Versus Generating Physics Pro...mentioning

confidence: 99%

Investigating how students collaborate to generate physics problems through structured tasks

Pulgar,

Spina,

Ríos

2020

Preprint

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Traditionally, scholars in physics education research pay attention to students solving well-structured learning activities, which provide restricted room for collaboration and idea-generation due to their close-ended nature. In order to encourage the socialization of information among group members, we utilized a real-world problem where students were asked to generate a well-structured physics task, and investigated how student groups collaborated to create physics problems for younger students at an introductory physics course at a university in northern Chile. Data collection consists of audio recording the group discussions while they were collaborating to develop their physics problems as well as the solutions they created to their problems. Through interviews, we accessed students' perceptions on the task and its challenges. Results suggest that generating problems is an opportunity for students to propose ideas and make decisions regarding the goals of the problem, concepts and procedures, contextual details and magnitudes and units to introduce in their generated problems. In addition, we found evidence that groups tested the validity of their creations by engaging in strategies often observed with algebra-based physics problems, such as mathematical procedures and qualitative descriptions of the physics embedded in the problem, yet groups invested more time with algebra-based strategies compared to more qualitative descriptions. Students valued the open-ended nature of the task and recognized its benefits in utilizing physics ideas into context, which in turn enabled collaboration in a way not experienced with traditional algebra-based problems. These findings support the use of generative activities as a pathway for students to engage in real-world physics problems that allow for a range and variety of collective processes and ideas.

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“…In addition, a number of previous investigations found that students' problem-solving competencies in physics in many countries are low (Ince, 2018). Lack of mathematical skills, inability to apply the concepts and principles of physics properly, and lack of thinking strategies appropriate to problems are regarded as the major obstacles in solving physics problems (Butler & Coleoni, 2016;Körhasan & Ozcan, 2015;Reddy & Panacharoensawad, 2017). Therefore, a forthcoming physics educational research needs to increase problem solving skills and explore the causes in order to overcome learning difficulties (Kereh et al, 2014;Halim et al, 2016;Hwang et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

An Easy Way to Solve Problems of Physics by Using Metacognitive Strategies: A Quasy-Experimental Study on Prospective Teachers in Tanjungpura University-Indonesia

Djudin¹

2020

JTTE

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Problem solving skill is one of focuses of physics teaching and requirements of the 21st century. This study employed a quasy-experimental method to examine the extent of effectiveness of integrating metacognitive strategies with transfer of learning of mathematics knowledges in solving physics problems of sound wave. The intact group random sampling technique was applied. The subjects (prospective teachers) were 39 students of class IV-A as experimental group, and 48 students of class IV-B as control group at Teacher Training and Education Faculty (FKIP) of Pontianak Tanjungpura University enrolled in the fourth semester academic year 2017/2018. A parallel pretest-posttest of essay test consists of 5 items of sound intensity and Doppler effect were administered. The performance of basic prerequisite mathematics knowledge related to sound wave was measured by using a parallel diagnostic test which consists of 20 items of multiple choices. The results revealed that the model was effective in high category increasing the students' physics problem solving competencies (t = 2.594, p ‹ 0.05) and arising prerequisite mathematics knowledges (t = 3.041, p ‹ 0.05). In addition, the ability of transfer of learning in problem solving could be promoted as well. Training and modeling intentionally of any problem-solving model should be conducted by instructors.

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Solving problems to learn concepts, how does it happen? A case for buoyancy

Cited by 19 publications

References 12 publications

The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

The Effect of Problem Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course

Investigating how students collaborate to generate physics problems through structured tasks

An Easy Way to Solve Problems of Physics by Using Metacognitive Strategies: A Quasy-Experimental Study on Prospective Teachers in Tanjungpura University-Indonesia

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