In this study we explore the use of expert-designed structure maps by students in an algebra-based physics course and the evolution of these maps based upon students’ reactions and feedback collected over one semester. The participants were trained to use structure maps while solving problems sharing similar deep-structure elements. They met for one hour every week to work on the problems using the maps. We report here on the ways in which students used the structure maps during the interviews, the difficulties faced by students as they attempted to use these maps as well as the feedback offered by students regarding the maps. We also report on how we changed the maps based on feedback from the students and to facilitate their use during problem solving.


  • Education > General

Education Levels:

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


NSDL,Active Learning,Undergraduate (Lower Division),educational aids,problem solving,Higher Education,Problem Solving,algebra-based physics,Physics Education Research,General,General Physics,scientific information systems,Graduate/Professional,oai:nsdl.org:2200/20090204193719924T,learning (artificial intelligence),students’ perceptions,PERC 2008,concept maps,Advance Organizers,research and development management,Pedagogy,Physics,Computing and Information,engineering education,educational courses,Education Practices,Engineering,NSDL_SetSpec_439869,physics education research,Education,Technology,educational computing



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