Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-Step Problem to a Three-Step Problem

Autor/inn/en	Lin, Shih-Yin; Singh, Chandralekha
Titel	Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-Step Problem to a Three-Step Problem
Quelle	In: Physical Review Special Topics - Physics Education Research, 9 (2013) 2, S.020114-1 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.9.020114
Schlagwörter	Physics; Science Instruction; Problem Solving; Scaffolding (Teaching Technique); Scientific Concepts; Introductory Courses; Protocol Analysis; Teaching Methods; Cognitive Processes; Scientific Principles; Comparative Analysis; Calculus; Algebra; Mechanics (Physics); Interviews; College Science; Graduate Students + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mechanik; Interviewing; Interviewtechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies for future investigation. (Contains 5 figures and 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10