A Multivariate Model of Physics Problem Solving

Autor/inn/en	Taasoobshirazi, Gita; Farley, John
Titel	A Multivariate Model of Physics Problem Solving
Quelle	In: Learning and Individual Differences, 24 (2013), S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.05.001
Schlagwörter	Factor Analysis; Science Achievement; Factor Structure; Structural Equation Models; Science Education; Physics; Problem Solving; College Science; Undergraduate Study; Engineering; Introductory Courses; Scores; Expertise; Engineering Education; Motivation; Metacognition; Classification; Learning Strategies; Higher Education + Suchen Sie Ihr Suchwort? Faktorenanalyse; Faktorenstruktur; Naturwissenschaftliche Bildung; Physik; Problemlösen; Grundstudium; Maschinenbau; Einführungskurs; Expert appraisal; Ingenieurausbildung; psychologische; Motivation (psychologisch); Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Classification system; Klassifikation; Klassifikationssystem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning, strategy use, categorization skills, and free-body diagrams. Results indicated that student motivation had a significant influence on metacognitive planning, strategy use, and categorization skills. Categorization skills influenced problem-solution scores directly, and indirectly, through strategy use. Categorization skills also had a significant influence on free-body diagrams. Free-body diagrams and metacognitive planning both had a significant influence on strategy use. Finally, strategy use had a significant influence on problem-solution scores. The implications of these findings for future research and developing students' expertise in physics problem solving are discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10