Type:

Other

Description:

In the past three decades, physics education research has primarily focused on student conceptual understanding; little work has been conducted to investigate student difficulties in problem solving. In cognitive science and psychology, however, extensive studies have explored the differences in problem solving between experts and naive students. A major finding indicates that experts often apply qualitative representations in problem solving, but that novices use an equation-centered method. This dissertation describes investigations into the use of multiple representations and visualizations in student understanding and problem solving with the concepts of work and energy.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,oai:nsdl.org:2200/20061003055418717T,Undergraduate (Lower Division),Curriculum Development,Problem Solving,Classical Mechanics,Graduate/Professional,mathematical representation,Work and Energy,diagrammatic representation,Education Foundations,Representations,Experiment/Lab Activity,Higher Education,Instructional Material,Learning Theory,Expert-Novice Comparisons,Physics,verbal description,Education Practices,Engineering,NSDL_SetSpec_439869,Representational Use,Vocational/Professional Development Education,Laboratory,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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