The ability to solve physics problems in symbolic and numeric representations

Umrotul, Umrotul; Jewaru, Aurelia Astria L.; Kusairi, S.; Pramono, Nugroho Adi

doi:10.31349/revmexfise.19.010209

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Abstract thinking is one key cognitive skill in the learning of physics at the secondary level [4] to understand and apply these theoretical models. In particular, abstract thinking for learners of physics may translate in the ability for [5][6][7]:…”

Section: J Sabinmentioning

confidence: 99%

Promoting abstract thinking and scientific argumentation in the teaching of physics

Sabín

2024

Phys. Educ.

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thinking and scientific argumentation are two of the more important high-order cognitive skills that students at secondary level need to develop in the learning of physics. In this paper a new methodology based on constructivism’s view of education is presented by using counterintuitive experiments under a POE strategy (Predict, Explain, Observe). The experiments consist in a race of two soda can, one of them previously shaken, over an inclined plane; and the movement of a double cone object, built by two joined funnels, over two convergent inclined rails. The unexpected outcome of both experiments challenges the prior ideas of the students and provokes a higher engagement in their learning process. The results of a pilot experience applying this methodology suggest that using counterintuitive experiments under PEO strategy is an effective methodology to introduce the teaching of abstract concepts as moment of inertia and centre of mass. It also helps identifying students’ prior knowledge, promoting the use of scientific reasoning, and training students in the activation of their abstraction skills.

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Section: J Sabinmentioning

confidence: 99%

Promoting abstract thinking and scientific argumentation in the teaching of physics

Sabín

2024

Phys. Educ.

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“…Teaching is a much more important branch of physics than one might think. Indeed, it may also happen that concepts of classical physics, well known to specialists, require further study from a didactic point of view due to the young age of the students [14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29]. Generally during the last year of high school, students learn that SR is founded on the principle of relativity and on the fact that the speed of light is a fundamental constant of nature and it does not follow the Galilean law of addition.…”

Section: Introductionmentioning

confidence: 99%

Relativistic mean proportion

Russo,

Iuele,

Iovane

et al. 2023

Rev. Bras. Ensino Fís.

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The so called modern physics is at present included in the curricula of high school. Therefore, we often organize in-depth lessons on quantum mechanics and on the special theory of relativity (SR). In the following sections, we want to show a lesson given by the first author of this paper. He proposes to students a proportion to deduce relativistic time dilation and length contraction without knowing the Lorentz transformations.

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“…The use of multiple representations is vital to study in the context of problem-solving so that they have guidance in understanding the problem and solving it better. The use of multiple representations is one of the important skills that is needed by students to succeed in learning physics (Murshed, 2020;Umrotul et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

Napis,

Yufiarti,

R.A. Murti Kusuma Wirasti

2023

J. Educ. Technol.

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Students' difficulties in solving physics problems were identified from various factors, including students' poor understanding of how to apply the steps of a physics problem solving strategy. Therefore, it is necessary to innovate strategies which both simple and easy to use by students in the process of solving physics problems by conducting literature reviews. The study aimed at analyzing multiple representation-based vifoca problem solving strategies in physics learning. This research used mixed methods, literature study with meta-analysis using 22 research subjects from national journals, Sinta-accredited national journals, AIP Conference, and articles from Scopus-indexed international journals in the 2018-2022 range. The survey of 82 respondents including lecturers and students, were used to determine the responses to the application of physics problem solving strategies. The literature study shows the formulation of a physics problem solving strategy that is named VIFOCA, which consists of three work steps, namely: (1) visualization, (2) formulation, and (3) calculation. Positive responses based on survey results showed that the VIFOCA strategy can be used to solve physics problems, the work steps are systematic, easy to apply, and more practical. VIFOCA strategy follow-up studies can be carried out in a comprehensive manner that is empirically applied in physics learning to determine the effectiveness of the VIFOCA strategy in solving physics problems.

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The ability to solve physics problems in symbolic and numeric representations

Cited by 3 publications

References 19 publications

Promoting abstract thinking and scientific argumentation in the teaching of physics

Promoting abstract thinking and scientific argumentation in the teaching of physics

Relativistic mean proportion

Application of Multiple Representation-Based VIFOCA Problem Solving Strategies in Physics Learning

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