Taxonomies of Physics Problems in Physics Education

Hanáková, Monika; Kluvanec, Daniel

doi:10.12955/cbup.v4.808

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…where they found that taxonomies are useful tools for the planning of physics instruction, and assessing students. It is applicable to University students as its advantage is the clear distinction between the attained levels in cognitive processes, and knowledge domains that can be identified using this method [3]. They represent the TIPP with a diagram who facilitate the relation between different elements.…”

Section: Hanáková and Kluvanec (2016) Analyze The Taxonomies Of Physicsmentioning

confidence: 99%

“…In Figure 1 it is observed, according to the perspective of Hanáková & Kluvanec (2016) who analyzed the potentialities of the TIPP, the cognitive processes summarized in integration, symbolizing, matching, classifying analyzing errors, generalizing, specifying and metacognition.…”

Section: Hanáková and Kluvanec (2016) Analyze The Taxonomies Of Physicsmentioning

confidence: 99%

“…Conceptual maps are a tool used to represent the knowledge associated with a main theme, indicating the relationship between the concepts associated with each other. They organize the information, allowing us to improve the reasoning processes and language (verbal or graphic) that are part of our daily lives, but express or read the ideas in a graphic form, which is more significant for learning [3]. These maps are constructed by relating concepts through links, hyperlinks and propositions.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Conceptual Maps in Solving Physics Problems

Rodriguez¹,

Vidales²,

Garde³

et al. 2018

INTED Proceedings

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Conceptual maps allow us to graphically represent the existing relationship between ideas, associations, and hierarchies. In recent years, they have been used to learn all areas of knowledge and educational levels in academic and non-academic environments. Due to the fact that they facilitate reading, they favor memorization and metacognition; they also describe aspects that compose a whole. In Physics' learning, they have been used to identify previous knowledge, to evaluate acquired learning and summarize texts, but its use has been little exploited in the accompaniment to the solution of Physics' problems. This article presents an educational strategy that guides the student during the realization of problems through the use of conceptual maps and infographics, which can be applied to University students and other educational levels, using the Taxonomy of Introductory Physics Problems (TIPP) as reference.

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Section: Hanáková and Kluvanec (2016) Analyze The Taxonomies Of Physicsmentioning

confidence: 99%

Section: Hanáková and Kluvanec (2016) Analyze The Taxonomies Of Physicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Use of Conceptual Maps in Solving Physics Problems

Rodriguez¹,

Vidales²,

Garde³

et al. 2018

INTED Proceedings

View full text Add to dashboard Cite

show abstract

“…We experimented with the revised Bloom's taxonomy [14], which consists of six cognitive processes or educational objectives, progressing from simple to complex: remember, understand, apply, analyze, evaluate, and create. This educational taxonomy is commonly employed for classifying test questions [15,16]. Al-Salmani et al evaluate thinking skills by analyzing students' responses to exam questions, using a multi-level rubric derived from Bloom's cognitive taxonomy to code student's answers [17,18].…”

Section: Introductionmentioning

confidence: 99%

Enhancing traditional grading in introductory physics courses

Kanchanapusakit,

Tanalikhit

2024

Eur. J. Phys.

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The evaluation in introductory physics courses follows a traditional approach where a letter grade, determined by the total score, is assigned to represent the student’s overall performance. To enhance the meaningfulness of these grades, we supplement them with individual thinking proficiency profiles for each student. These profiles are derived from subscores attributed to particular exam questions, organized by the corresponding thinking skills. We report the average thinking proficiency profiles of all students and compare the average profiles among students from different grade groups. The objective is to aid instructors in identifying areas that may require improvement in the learning process.

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“…It enables identifying and analyzing the needs of students and learners in solving problems and tasks in physics (Hanáková & Kluvanec, 2016). In addition, analyzing physics problems helps to develop problem-solving skills that are essential for physicists in the workplace (Ling, Moebs, & Sanny, 2016).…”

Section: Introductionmentioning

confidence: 99%

Analyzing University Entrance Exam Physics Questions using Physics Problems Taxonomy for Cognitive Processes

SÜZÜK

2023

İnsan Ve Sosyal Bilimler Dergisi

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University students often find physics challenging due to physical and mathematical obstacles, poor mathematical skills, and inadequate problem-solving abilities. This perception affects their interest and performance in the subject. High school students also struggle with numerical problems and understand curricular topics that lack concrete examples and require mathematical manipulations or visualization. Analyzing physics problems is crucial for guiding curriculum development, contributing to physics education, identifying students' difficulties in understanding and solving problems, and improving the process of physics education at all educational levels. Taxonomies are hierarchical frameworks used in education to classify educational learning goals or objectives according to their complexity. Bloom's Taxonomy, Anderson and Krathwohl's revised taxonomy, Lee Shulman's learning grid, Marzano's New Taxonomy of Educational Objectives (NTEO), and the Taxonomy of Introductory Physics Problems (TIPP) are all essential tools for understanding and improving educational learning outcomes. The study adapted the TIPP taxonomy into Turkish and analyzed 7 physics questions in the 2023 BPT. Results showed 3 questions were at recall, 1 at comprehension, and 3 at analysis, with no question at using knowledge. The study demonstrates that TIPP is a useful taxonomy for teachers to plan, apply, and evaluate knowledge and algorithms in solving physics problems, identifying students' needs. This taxonomy allows educators to create questions that engage students at all cognitive levels, promoting cognitive engagement. Researchers can analyze physics questions in the TYT and AYT in earlier years.

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Taxonomies of Physics Problems in Physics Education

Cited by 4 publications

References 6 publications

The Use of Conceptual Maps in Solving Physics Problems

The Use of Conceptual Maps in Solving Physics Problems

Enhancing traditional grading in introductory physics courses

Analyzing University Entrance Exam Physics Questions using Physics Problems Taxonomy for Cognitive Processes

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