Type:

Other

Description:

The relation between traditional physics textbook problem solving and conceptual understanding was investigated. The number of problems a student solved, as estimated by students themselves, ranged from 300 to 2900 with an average of about 1500. The students did not have much difficulty in using physics formulas and mathematics. However, we found that they still had many of the well-known conceptual difficulties with basic mechanics, and there was little correlation between the number of problems solved and conceptual understanding. This result suggests that traditional problem solving has a limited effect on conceptual understanding.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Active Learning,Education Foundations,Foreign Countries,Undergraduate (Lower Division),Problem Solving,High Schools,Misconceptions,Physics Education Research,Assessment,Social Sciences,Korea,General Physics,Science Education,Concept Formation,Higher Education,Undergraduate (Upper Division),Textbooks,Physics,oai:nsdl.org:2200/20061003064843869T,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Teaching Methods

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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