Type:

Other

Description:

This paper, presented at the 2001 Physics Education Research Conference, describes portions of an ongoing investigation into the relationship between conceptual knowledge and problem-solving ability in physics. To what degree do students apply conceptual knowledge to the solution of traditional examination and end-of-chapter physics problems? Are there instructional strategies that can facilitate this application? Finally, does an increased emphasis on developing conceptual understanding of the material underlying these problems have any impact on subsequent coursework? Researcher found that the addition of an explicit link between concepts and traditional problems can serve both to reinforce concepts and to improve student quantitative problem-solving performance.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Vocational/Professional Development Education,Education,NSDL,Education Foundations,PERC 2001,Undergraduate (Lower Division),Conceptual Assessment,instructional strategies,Physics,General Physics,Higher Education,NSDL_SetSpec_439869,conceptual knowledge,problem-solving,Physics Education Research,oai:nsdl.org:2200/20061213013432624T,Assessment,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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