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

Niss, Martin

doi:10.1007/s11191-018-9973-z

Cited by 9 publications

(9 citation statements)

References 24 publications

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“…There are two (2) reasons that justify the claim that solving a broad role to play in the physics curriculum at most levels of education. Namely that any solution can facilitate students to learn physics and that physics can assist students in improving the skills necessary to solve real-world problems [27], [37], [38].…”

Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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Good physics teaching in secondary schools and colleges emphasize problem-solving. Although students are effective in conventional tests of problem-solving, there is evidence that they have little or no comprehension of basic concepts. There are two (2) reasons that justify the claim that solving plays a broad role in the physics curriculum at most levels of education, namely problem solving can facilitate students learning physics and physics can assist students in developing the skills needed to solve problems in the real world. This study aims to provide a descriptive description of the physics problem-solving ability of Halu Oleo university physics education students on static fluid material. This type of research is a quantitative descriptive study with research subjects in 4 classes of physics education students at Halu Oleo University. The research instrument and data collection made in the form of problem-solving essay test questions given to 120 students from 4 classes. The material of the investigation took one of the topics, namely static fluid. The problem-solving assessment consists of a useful description, physics approach, specific application of physics, mathematical procedures, logical progression adopted from the research of Docktor et al. 2016. The results of the analysis found that in the four classes that were tested on conceptual problem-solving tests, the average of all students were in the useful description category. In other words, students could only translate and organize information from problems into appropriate and useful representations, and summarize the essence of the information provided symbolically, visually and in writing. As for the category of physics approach, specific application of physics, mathematical procedures, logical progression that are in the low category is still weak.

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Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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show abstract

“…In science (biology and physics), learning is always related to problem-solving in real life. Niss (2018) finds that problem-solving skills are one of the main goals in learning Physics. Ding (2014) believes that problem-solving affects the learning of prospective physics teachers.…”

Section: Resultsmentioning

confidence: 99%

“…Prospective teachers who are very close to computational thinking skills are prospective biology and physics teachers (Taub et al, 2015;Tucker-Raymond et al, 2021;McDonald et al, 2022). Niss (2018) and Syafril et al (2021) convey that the main goal in physics is problem-solving skills. This statement is in line with the views of Bonner et al (2021), which says that the characteristic of teachers with good problem-solving skills is being able to transfer knowledge and understanding to the actual situation.…”

Section: Introductionmentioning

confidence: 99%

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

Syafril

Rahayu

Ganefri

2022

JPII

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This study aims to analyze prospective science teachers’ self-confidence in computational thinking skills on three main points: (i) prospective science teachers’ self-confidence in computational thinking skills, (ii) differences in prospective science teachers’ self-confidence in computational thinking skills as per gender, and (iii) differences in prospective science teachers’ self- confidence in computational thinking skills as per expertise (Biology and Physics). A quantitative cross-sectional survey methodology was used as the research design. A total of 1023 prospective science teachers (biology and physics) were randomly selected as the research sample from the 1959 total population. Data were collected using a self-confidence questionnaire on computational thinking skills. The adaptation results were assessed first by five experts before being tested on 74 prospective science teachers from different universities. The results show that prospective science teachers’ self-confidence in computational thinking skills was generally high (Mean = 78.57). The Mann-Whitney U test found no difference in prospective science teachers’ self-confidence in computational thinking skills as per gender (Mean= 78.05, SD= 9.03 for male, Mean= 78.73, SD= 6.86 for female, with a value of F= 6.028, Z= -0.891, Sig= 0.373 0.05). The Independent Sample t-test also showed no difference in prospective science teachers’ self-confidence in computational thinking skills as per expertise. This study concludes that prospective science teachers have high self-confidence in computational thinking skills as crucial skills in the science teaching profession.

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“…The questions in this study are real-life illustrations so that students can provide illustrations in design problem-solving. According to Niss (2018), students are better able to solve concrete problems than abstract ones. Students' cognitive load is lower if they solve problems like this.…”

Section: Figure 1 the Problem-solving Skills Results Of Experiments Group And Comparison Groupmentioning

confidence: 99%

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

Purwaningsih

Sari

et al. 2020

JPII

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This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability ofÂ 0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

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

Cited by 9 publications

References 24 publications

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

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