Type:

Other

Description:

We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions in a CQIPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of a CQIPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it and then reason about the solution conceptually. Even in individual interviews, when students who were only given conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

oai:nsdl.org:2200/20090204193728050T,NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),educational aids,Higher Education,Problem Solving,Physics Education Research,General,General Physics,Advance Organizers,Graduate/Professional,learning (artificial intelligence),scientific information systems,Computing and Information,Life Science,PERC 2008,philosophical aspects,Cognition,research and development management,Social Sciences,conceptual and quantitative isomorphic problem pair,Pedagogy,Physics,Cognition Development,engineering education,educational courses,Education Practices,Engineering,NSDL_SetSpec_439869,Education,Technology,educational computing

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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