APS » Journals » Phys. Rev. ST Phys. Educ. Res. » Volume 3 » Issue 2
< Previous article | Next article >

Phys. Rev. ST Phys. Educ. Res. 3, 020108 (2007)

Phenomenographic study of students’ problem solving approaches in physics

Laura N. Walsh, Robert G. Howard, and Brian Bowe

Abstract
References
No Citing Articles
Download: PDF (114 kB) Export: BibTeX or EndNote (RIS)

(Some reference links may require a separate subscription.)

  1. B. Bowe, Assessing problem-based learning: A case study of a physics problem-based learning course. in A Handbook of Enquiry and Problem-Based Learning in Higher Education: Irish Case Studies and International Perspectives, edited by T. Barrett and I. Labhrainn (AISHE and CELT, NUI Galway, 2005).
  2. B. Bowe and J. Cowan, A comparative evaluation of problem-based learning in physics: A lecture-based course and a problem-based course. in Challenging Research into Problem-Based Learning, edited by M. Savin-Baden and K. Wilkie (SRHE/Open University Press, Buckingham, 2004).
  3. R. Howard and B. Bowe, PBL in a first year physics laboratory, in Proceedings of a Pathway to Better Learning Conference, Cancun, Mexico, 2004 (unpublished).
  4. E. Mazur, Peer instruction—A user’s manual (Prentice-Hall, Englewood Cliffs, NJ, 1997).
  5. P. Heron and D. Meltzer, Guest Editorial, The future of physics education research: Intellectual challenges and practical concerns. Am. J. Phys. 73, 390 (2005) [SPIN].
  6. C. Hoellwarth, M. J. Moelter, and R. D. Knight, A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms. Am. J. Phys. 73, 459 (2005) [SPIN].
  7. P. Heller, R. Keith, and S. Anderson, Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. Am. J. Phys. 60, 627 (1991) [SPIN][INSPEC].
  8. P. Heller and M. Hollabaugh, Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. Am. J. Phys. 60, 637 (1991) [SPIN][INSPEC][ADS].
  9. B. Thacker, E. Kim, K. Trefz, and S. M. Lea., Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses. Am. J. Phys. 62, 627 (1994) [SPIN].
  10. D. Maloney, Research on problem solving: Physics. in Handbook of Research on Science Teaching and Learning, edited by D. Gabel (MacMillan, New York, 1994).
  11. L. Hsu, E. Brewe, T. M. Foster, and K. A. Harper, Resource Letter RPS-1: Research in problem-solving. Am. J. Phys. 12, 1147 (2004).
  12. D. Meltzer, Relation between students" problem-solving performance and representational format. Am. J. Phys. 73, 463 (2005) [SPIN].
  13. W. J. Leonard, R. J. Dufresne, and J. P. Mestre, Using qualitative strategies to highlight the role of conceptual knowledge in solving problems. Am. J. Phys. 64, 1495 (1996) [SPIN].
  14. E. Mazur, Qualitative vs. quantitative thinking: Are we teaching the right thing? Opt. Photonics News 3, 38 (1992).
  15. E. Kim and S. J. Pak, Students do not overcome conceptual difficulties after solving 1000 traditional problems. Am. J. Phys. 70, 759 (2001) [SPIN].
  16. E. Redish, Changing student ways of knowing: What should our students learn in a physics class? In Proceedings of World View on Physics Education 2005: Focusing on Change, New Delhi, 2005 (World Scientific Publishing Co.), Singapore, (in press), http://www.physics.umd.edu/perg/papers/redish/IndiaPlen.pdf.
  17. F. Reif and J. I. Heller, Knowledge structure and problem solving in physics. Educ. Psychol. 17, 102 (1982).
  18. A. Van Heuvelen, Learning to think like a physicist: A review of research-based instructional strategies. Am. J. Phys. 59, 891 (1991) [SPIN][INSPEC].
  19. J. H. Larkin, J. McDermott, D. P. Simon, and H. A. Simon, Expert and novice performance in solving physics problems. Science 208, 1335 (1980) [ADS].
  20. A. G. Priest and R. O. Lindsay, New light on novice-expert differences in physics problem solving. J. Psychol. 83, 389 (1992).
  21. F. Reif and S. Allen, Cognition for interpreting scientific concepts. Cogn. Instruct. 9, 1 (1992).
  22. K. Schultz and J. Lockhead, A view from physics. in Toward a Unified Theory of Problem Solving: Views from the Content Domains, edited by M. U. Smith (Erlbaum, Hillsdale, NJ, 1991).
  23. M. S. Sabella, Using the context of physics problem solving to evaluate the coherence of student knowledge. Ph.D. dissertation, University of Maryland, http://www.physics.umd.edu/perg/dissertations/Sbella/ (1999).
  24. M. S. Sabella and E. F. Redish, Knowledge activation and organisation in physics problem-solving. Am. J. Phys. 75, 1017 (2007) [SPIN].
  25. http://www.physics.umd.edu/perg/.
  26. E. F. Redish, R. N. Steinberg, and J. M. Saul, Student difficulties with math in physics: Giving meaning to symbols. Proceedings of the 113th AAPT National Meeting, College Park, MD, 1996 AAPT Announcer, 26, 70 (1996).
  27. J. Tuminaro and E. F. Redish, Understanding students’ poor performance on mathematical problem solving in physics, in Proceedings of the Physics Education Research Conference, Madison, WI, 2003 AIP Conference Proceedings, edited by J. Marx, S. Franklin, and K. Cummings, (2004), vol. 720, pp. 113–116.
  28. J. Tuminaro and E. F. Redish, Students’ use of mathematics in the context of physics problem solving: A cognitive model (unpublished).
  29. E. F. Redish, R. E. Scherr, and J. Tuminaro, Reverse engineering the solution of a “simple” physics problem: Why learning physics is harder than it looks. Phys. Teach. 44, 293 (2006) [SPIN].
  30. J. Tuminaro, A cognitive framework for analyzing and describing introductory students’ use and understanding of mathematics in physics. Ph.D. dissertation, University of Maryland, (2003); http://www.physics.umd.edu/perg/dissertations/Tuminaro/.
  31. A. Collins and W. Ferguson, Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educ. Psychol. 28, 25 (1993).
  32. F. Marton, Phenomenography—describing conceptions of the world around us. Instr. Sci. 10, 177 (1981).
  33. F. Marton, Phenomenography—a research approach to investigating different understandings of reality. J. Thought 21, 28 (1986).
  34. F. Marton, Phenomenography, in The International Encyclopedia of Education, 2nd edition, edited by T. Husen and T. N. Postelthwaite (Pergamon, Oxford, 1994), Vol. 8, pp. 4424–4429.
  35. F. Marton and S. Booth, Learning and Awareness (Laurence Erlbaum Associates, Hillsdale, NJ, 1997).
  36. F. Marton and S. Saljo, Approaches to learning, in The Experience of Learning: Implications for Teaching and Studying in Higher Education, 2nd edition, edited by F. Marton, D. Hounsell, and N. J. Entwistle (Scottish Academic Press, Edinbugh, 1997).
  37. N. Entwistle, Introduction: Phenomenography in higher education. Higher Educ. Res. Dev. 16, 127 (1997).
  38. M. Prosser and K. Trigwell, Understanding Learning and Teaching. The Experience in Higher Education (Open University Press, Buckingham, U.K., 1999).
  39. M. Wihlborg, Student nurses’ conceptions of internationalism in general and as an essential part of Swedish nurses’ education. Higher Educ. Res. Dev. 23, 433 (2004).
  40. A. B. Arons, Phenomenology and logical reasoning in introductory physics courses. Am. J. Phys. 50, 13 (1982) [SPIN].
  41. B. Hasselgren and D. Beach, Phenomenography—“a good looking brother” of phenomenology? Higher Educ. Res. Dev. 16, 191 (1997).
  42. M. Uljens, On the philosophical foundation of phenomenography, in Reflections on Phenomenography — Toward a methodology?, edited by G. Dall'Alba and B. Hasselgren (Goteborg: Acta Universitatis Gothoburgensis, 1996), pp. 105–130 http://www.ped.gu.se/biorn/phgraph/misc/constr/phlo.phgr.html.
  43. J. A. Bowden, The nature of phenomenographic research, in Phenomenography, edited by J. A. Bowden and E. Walsh (RMIT Publishing, Melbourne, 2000).
  44. G. Dall’Alba, E. Walsh, J. Bowden, E. Martin, G. Masters, P. Ramsden, and A. Stephanou, Textbook treatments and students’ understanding of acceleration. J. Res. Sci. Teach. 30, 621 (1993).
  45. E. Walsh, G. Dall"Alba, J. Bowden, E. Martin, F. Marton, G. Masters, P. Ramsden, and A. Stephanou, Physics students’ understanding of relative speed: A phenomenographic study. J. Res. Sci. Teach. 30, 1133 (1993).
  46. J. Bowden, G. Dall"Alba, E. Martin, D. Laurillard, F. Marton, G. Masters, P. Ramsden, A. Stephanou, and E. Walsh, Displacement, velocity and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. Am. J. Phys. 60, 262 (1992) [SPIN].
  47. M. Sharma, R. Millar, A. Smith, and I. Sefton, Students’ understanding of gravity in an orbiting space-ship. Res. Sci. Educ. 34, 267 (2004).
  48. http://groups.physics.umn.edu/physed/research/cpr/crintro.html.
  49. M. T. H. Chi, Thinking aloud, in The Think Aloud Method, edited by M. V. van Someren, Y. F. Barnard, and J. A. C. Sandberg, (Academic Press, London, 1994).
  50. An honors degree is a level 8 programe and an ordinary degree is a level 7 programe as defined by the National Qualifications Authority of Ireland (NQAI), http://www.nqai.ie/en/PoliciesandProcedures/.
  51. Department of Education and Science, http://www.education.ie/home/home.jsp?pcategory=17216&ecategory=17313l&anguage=EN.
  52. R. K. Thornton and D. R. Sokoloff, Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. Am. J. Phys. 66, 338 (1998) [SPIN][INSPEC].
  53. H. D. Young, R. A. Freedman, T. R. Sandin, and A. Lewis Ford, Sears and Zemansky’s University Physics, 10th edition (Addison Wesley, New York, 1999).