Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems

American Journal of Physics

Volumn 64, Issue 12, 1996, Pages 1495-1503

  Leonard, William J ^a   Dufresne, Robert J ^a   Mestre, Jose P ^a  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030490397     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.18409     Document Type: Article

References (34)

1. J. Clement, "Students' preconceptions in introductory mechanics," Am. J. Phys. 50, 66-71 (1982); L. C. McDermott. "Millikan Lecture 1990: What we teach and what is learned - closing the gap," ibid. 59, 301-315 (1991); J. P. Mestre, "Cognitive aspects of learning and teaching science," Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems, edited by S. J. Fitzsimmons and L. C. Kerpelman (National Science Foundation, NSF 94-80, Washington, DC, 1994); "Problem posing as a tool for probing conceptual development and understanding in physics," paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1994 (unpublished).
2. J. Clement, "Students' preconceptions in introductory mechanics," Am. J. Phys. 50, 66-71 (1982); L. C. McDermott. "Millikan Lecture 1990: What we teach and what is learned - closing the gap," ibid. 59, 301-315 (1991); J. P. Mestre, "Cognitive aspects of learning and teaching science," Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems, edited by S. J. Fitzsimmons and L. C. Kerpelman (National Science Foundation, NSF 94-80, Washington, DC, 1994); "Problem posing as a tool for probing conceptual development and understanding in physics," paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1994 (unpublished).
3. J. Clement, "Students' preconceptions in introductory mechanics," Am. J. Phys. 50, 66-71 (1982); L. C. McDermott. "Millikan Lecture 1990: What we teach and what is learned - closing the gap," ibid. 59, 301-315 (1991); J. P. Mestre, "Cognitive aspects of learning and teaching science," Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems, edited by S. J. Fitzsimmons and L. C. Kerpelman (National Science Foundation, NSF 94-80, Washington, DC, 1994); "Problem posing as a tool for probing conceptual development and understanding in physics," paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1994 (unpublished).
4. J. Clement, "Students' preconceptions in introductory mechanics," Am. J. Phys. 50, 66-71 (1982); L. C. McDermott. "Millikan Lecture 1990: What we teach and what is learned - closing the gap," ibid. 59, 301-315 (1991); J. P. Mestre, "Cognitive aspects of learning and teaching science," Teacher Enhancement for Elementary and Secondary Science and Mathematics: Status, Issues and Problems, edited by S. J. Fitzsimmons and L. C. Kerpelman (National Science Foundation, NSF 94-80, Washington, DC, 1994); "Problem posing as a tool for probing conceptual development and understanding in physics," paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 1994 (unpublished).
5. D. Hestenes, M. Wells, and G. Swackhammer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992); D. Hestenes and M. Wells, "A mechanics baseline test," ibid. 30, 159-166 (1992); L. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37, 24-32 (July 1984); J. Mestre and J. Touger, "Cognitive research: What's in it for physics teachers," Phys. Teach. 27, 447-456 (September 1989); D. Trowbridge and L. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49, 242-253 (1981).
6. D. Hestenes, M. Wells, and G. Swackhammer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992); D. Hestenes and M. Wells, "A mechanics baseline test," ibid. 30, 159-166 (1992); L. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37, 24-32 (July 1984); J. Mestre and J. Touger, "Cognitive research: What's in it for physics teachers," Phys. Teach. 27, 447-456 (September 1989); D. Trowbridge and L. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49, 242-253 (1981).
7. D. Hestenes, M. Wells, and G. Swackhammer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992); D. Hestenes and M. Wells, "A mechanics baseline test," ibid. 30, 159-166 (1992); L. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37, 24-32 (July 1984); J. Mestre and J. Touger, "Cognitive research: What's in it for physics teachers," Phys. Teach. 27, 447-456 (September 1989); D. Trowbridge and L. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49, 242-253 (1981).
8. D. Hestenes, M. Wells, and G. Swackhammer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992); D. Hestenes and M. Wells, "A mechanics baseline test," ibid. 30, 159-166 (1992); L. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37, 24-32 (July 1984); J. Mestre and J. Touger, "Cognitive research: What's in it for physics teachers," Phys. Teach. 27, 447-456 (September 1989); D. Trowbridge and L. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49, 242-253 (1981).
9. D. Hestenes, M. Wells, and G. Swackhammer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992); D. Hestenes and M. Wells, "A mechanics baseline test," ibid. 30, 159-166 (1992); L. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37, 24-32 (July 1984); J. Mestre and J. Touger, "Cognitive research: What's in it for physics teachers," Phys. Teach. 27, 447-456 (September 1989); D. Trowbridge and L. McDermott, "Investigation of student understanding of the concept of acceleration in one dimension," Am. J. Phys. 49, 242-253 (1981).
10. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
11. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
12. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
13. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
14. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
15. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
16. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
17. B. S. Eylon and F. Reif, "Effects of knowledge organization on task performance," Cognition & Instruction 1, 5-44 (1984); I. A. Halloun and D. Hestenes, "Modeling instruction in mechanics," Am. J. Phys. 55, 455-462 (1987); J. I. Heller and F. Reif, "Prescribing effective human problem solving processes: Problem description in physics," Cognition & Instruction 1, 177-216 (1984); P. Laws, "Calculus-based physics without lectures," Phys. Today 44(12), 24-31 (December, 1991); E. Mazur, Peer Instruction: A User's Manual (Harvard, Cambridge, MA, 1993); F. Reif and S. Allen, "Cognition for interpreting scientific concepts: A study of acceleration," Cognition & Instruction 9, 1-44 (1992); A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59, 898-907 (1991); J. Wilson, "The CUPLE physics studio," Phys. Teach. 32, 518-523 (December 1994).
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26. P. Hardiman, R. Dufresne, and J. Mestre, "The relation between problem categorization and problem solving among experts and novices," Memory & Cognition 17, 627-638 (1989).
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29. J. Mestre, "Learning and instruction in pre-college physical science," Phys. Today 44, 56-62 (September 1991).
30. Strategies A1-A4 are from students who performed in the top 1/3 of the course, while strategies B1-B4 are from students in the bottom 1/3 of the course.
31. A. Van Heuvelen, "Learning to think like a physicist: A review of research-based instructional strategies," Am. J. Phys. 59, 891-897 (1991).
32. We point out that the final exams for the T-and S-class were totally different (except for the five categorization questions). However, since our purpose here was to divide the classes into quartiles based on problem-solving proficiency, what mattered was that the same criteria be used for each class as the basis for the quartile division.
33. For the skeptics, try asking your students to write a strategy (after defining it) for a problem and observe what you get back.
34. R. J. Dufresne, W. J. Gerace, W. J. Leonard, J. P. Mestre, and L. Wenk, "Classtalk: A classroom communication system for active learning," J. Computing Higher Education 7, 3-47 (1996).