Type:

Other

Description:

Comparing the performances of experts and novices on particular problem solving tasks has been a popular technique in problem solving research, uncovering differences in the ways the two groups categorize, approach, and solve problems. Applying this technique, two samples of students and one sample of experts categorized pre-written solutions to a mechanics problem. The responses reveal differences in how the beginning college students, more experienced college students, and physics instructors view solutions. Students focus on the solutions' surface features and presentation, while instructors look more closely at the deep structure. These differences indicate that instructors should consider modifying the way in which in-class and handed out problem solutions are presented to students.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Education Foundations,testing,Undergraduate (Lower Division),educational aids,Research Design & Methodology,problem solving,Physics Education Research,Assessment,Graduate/Professional,General Physics,teaching,Higher Education,Undergraduate (Upper Division),PERC 2003,oai:nsdl.org:2200/20061003064037662T,Physics,classical mechanics,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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