University students' strategies for constructing hypothesis when tackling paper-and-pencil tasks in physics

Research in Science Education

Volumn 36, Issue 3, 2006, Pages 163-186

  Guisasola, Jenaro ^a   Ceberio, Mikel ^a   Zubimendi, José Luis ^a  

^a UNIVERSITY OF THE BASQUE COUNTRY UPV EHU   (Spain)

Author keywords

Constructing hypotheses; Physics problem solving; Student learning

Indexed keywords

EID: 33745076799     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-005-9000-7     Document Type: Article

References (61)

1. American Association for Advancement of Science. (1989). Project 2061: Science for all Americans. Washington, DC: AAAS.
2. Bandeira, M., Dupre, F., Ianniello, M. G., & Vicentini, M. (1995). Una investigatión sobre habilidades para el aprendizaje científico (Study on students' abilities for scientific learning). Enseñanza de las Ciencias, 13 (1), 46-54.
3. Cook, T. D., & Reichardt, Ch. S. (1982). Qualitative and quantitative methods in evaluation research. London: Sage Publications.
4. Cortazzi, M. (1993). Narrative analysis. London: Palmer.
5. Chi, M., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problem. Cognitive Science, 13, 345-367.
6. De Pro, A. (1998). Se pueden enseñar contenidos procedimentales en las claaes de ciencias? (Can scientific processes be taught in science classes?). Enseñanza de las Ciencias, 16 (1), 21-41.
7. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young peoples' images of science. Bristol, Pennsylvania: Open University Press.
8. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classroom. Science Education, 84, 287-312.
9. Dumas-Carré, A., & Goffard, M. (1997). Rénover les activités de résolution de problémes en physique (New approach for physics problem solving). Paris: Armand Colin.
10. Duschl, R. A. (1990.) Restructuring science education. New York: Teacher College, Columbia University.
11. Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 443-465). New York: McMillan.
12. Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assesment and instruction in science classrooms. Educational Assessment, 4 (1), 37-73.
13. Ferguson-Hessler, M., & De Jong, T. (1990). Studying physics texts: Differences in study processes between good and poor performers. Cognition and Instruction, 7, 41-54.
14. Fernández, I., Gil, D., Carrascosa, J., Cachapuz, A., & Praia, J. (2002). Visioues deformadas de la ciencia transmitidas por la enseñanza (The distorted views of science transmitted by science teaching). Enseñanza de las Ciencias, 20 (3), 477-488.
15. Finegold, M., & Mass, R. (1985). Differences in the process of solving physics problems between good physics problem solvers and poor physics problem solvers. Research in Science and Technological Education, 3, 59-67.
16. Furió C., & Calatayud, M. L. (2000). Functional fixedness and functional reduction as common sense reasoning in chemical equilibrium and geometry and polarity of molecules. Science Education, 84, 545-565.
17. Garret, R. M., Satterly, D., Gil Pérez, D., & Martínez Torregrosa, J. (1990). Turning exercises into problems: An experimental study with teachers in training. International Journal of Science Education, 12, 1-12.
18. Gil, D., & Carrascosa, J. (1994). Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching. Science Education, 78 (3), 301-315.
19. Gil, D., & Martínez-Torregrosa, J. (1983). A model for problem solving in accordance with scientific methodology. European Journal of Science Education, 5(4), 447-455.
20. Guridi, V., & Salinas, J. (2001). El vínculo entre aspectos conceptuales y epistemológicos en el aprendizaje de la Física (Linking conceptual and epistemological aspects in physics learning). Investigaçoes em Ensino de Ciencias, 6 (2). Retrieved September 23, 2002, from www.if.ufrgs.br/public/ensino/revista.htm.
21. Guisasola, J., Almudí, J. M., Ceberio, M., & Zubimendi, J. L. (2002). A teaching strategy for enhancement of physics learning at first year of industrial engineering. European Journal of Engineering Education, 27 (4), 379-391.
22. Guisasola, J., Ceberio, M., & Zubimendi, J. L. (2003). El papel cientifico de las hipótesis y los razonamientos de los estudiantes universitarios en resolución de problemas de física (Hypotheses scientific role and university students' reasoning in physics problem solving). Investigac̃oes em Ensino de Ciênzcias, 8 (1). Retrieved January 10, 2004, from www.if.ufrgs.br/ public/ensino/revista.htm.
23. Guisasola, J., Furió, C., Ceberio, M., & Zubimendi, J. L. (2003). Es necesaria la enseñanza de contenidos procedimentales en cursos introductorios de física en la universidad? (Is necessary teaching methodological contents in introductory physics courses at university?). Enseñanza de las Ciencias 21 no extra de Abril, 17-28.
24. Hegarty, M. (1991). Knowledge and processes in mechanical problem solving. In R. J. Sternberg & P. A. Frensch (Eds.), Complex problem solving: Principles and mechanisms (pp. 253-285). Hillsdale, New Jersey: Lawrence Erlbaum.
25. Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping: Part 2. Designing problem and structuring groups. American Journal of Physics, 60 (7), 580-587.
26. Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping: Part 1. Group versus individual problem solving. American Journal of Physics, 60 (7), 627-636.
27. Hempel, C. (1966). Philosophy of natural science. Englewood Cliffs, NJ: Prentice-Hall.
28. Kirschner, P., Meester, M., Middelbeek, E., & Hermans, H. (1993). Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open University of The Netherlands. International Journal of Science Education, 15 (2), 256-279.
29. Lakatos, I. (1970). Falsification and the methodology of science research programs. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 234-256). London: Cambridge University Press.
30. Langlois, F., Gréa, J., & Viard, J. (1995). Influencia de la formulación del enunciado y del control didáctico sobre la actividad intelectual de 1os alumnos en la resolución de problemas (Influence of the open and closed problems on the students' strategies in problem solving). Enseñanza de las Ciencias, 13 (2), 179-191.
31. Larkin, J. H. (1980). Teaching problem solving in physics: The psychological laboratory and the practical classroom. In D. T. Tuma & F. Reif, Problem solving and education issues in teaching and research (pp. 54-78). Hillslade, New Jersey: Lawrence Erlbaum Associates.
32. Laudan, L. (1977). Progress and its problems: Toward a theory of scientific growth. Berkeley, CA: University of California.
33. Law, P. M. (1996). Investigative work in the science national curriculum. School Science Review, 77, 17-25.
34. Lawson, A. (1994). Uso de los ciclos de aprendizaje para la enseñanza de destrezas de razonamiento científico y de sistemas conceptuales (Using learning cycles for teaching declarative and procedural knowledge). Enseñanza de las Ciencias, 12 (2), 165-187.
35. Leonard, W. J., Dufresne, R. J., & Mestre, J. P. (1996). Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems. American Journal of Physics, 64 (12), 1495-1503.
36. Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (2002). Resolución de problemas basada en el análisis. Hacer del análisis y del razonamiento el foco de la enseñanza de la Física (Analysis based problem solving. Teaching physics focusing on analysis and reasoning). Enseñanza de las Ciencias, 20 (3), 387-400.
37. Maloney, D. (1994). Research on problem solving: Physics. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 327-354). New York: MacMillan.
38. Maloney, D., & Siegler, R. S. (1993). Conceptual competition in physics learning. International Journal of Science Education, 15, 283-295.
39. McComas, W. F. (2000). The nature of science in science education rationales and strategies. London: Kluwer Academic.
40. Mc Millan, C., & Swadener, M. (1991). Novice use of qualitative versus quantitative problem solving in electrostatics. Journal of Research in Science Teaching, 28 (8), 661-670.
41. Millar, R. H. (1994). What is scientific method? In R. Levinson, Teaching science (pp. 41-48). London: Routledge.
42. National Research Council. (1996). National science education standards, Washington, District of Columbia: National Academy.
43. Nickles, T. (1981). What is a problem that we may solve it? Synthese, 47, 85-118.
44. Nigro, R. (1995). Un modelo de prueba escrita que revela capacidades relacionadas con el proceso de aprendizaje (A written questionnaire model to test capabilities required for the processes of learning). Ensefianza de las Ciencias, 13 (3), 347-361.
45. Prain, V., & Hand, B. (1999). Students perceptions of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31, 969-983.
46. 5Ramirez, J. L., Gil, D., & Martinez-Torregrosa, J. M. (1994). La resolución de problemas de fisica y de quimíca coma investigución (Physics and chemistry problems solving by inquiry), Madrid, Spain: Centro de Publicaciones del Ministerio de Educación y Ciencia.
47. Reif, F. (1995). Millican lecture 1994: Understanding and teaching important scientific thought processes. American Journal of Physics, 63 (1), 17-32.
48. Reif, F., & Larkin, J. H. (1991). Cognition in scientific and everyday domains: Comparisons and learning implications. Journal of Research in Science Teaching, 28, 733-760.
49. Reigosa, C., & Jiménez M. P. (2000). La cultura científica en la resolución de problemas en el laboratorio (Science culture in the problem solving in the laboratory). Enseñanza de las Ciencias, 186 (2), 215-284.
50. Rivard, L. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31, 969-983.
51. Salinas, J., Colombo, L., & Pesa, M. (1996). Modos espontáneos de razonar: Un análisis de su incidencia sobre el aprendizaje del conocimiento físico a nivel universitario básico (Spontaneous ways of reasoning: Analysis of its incidence in physics learning in university introductory courses). Enseñanza de las Ciencias, 14 (2), 209-220.
52. Seroussi, D. E. (1995). Issues about scientific procedures. Science Education, 79 (6), 595-609.
53. Simon, H. A. (1973). The structure of ill-structured problems. Artificial Intelligence, 4, 181-201.
54. Song, J., & Black, P. J. (1992). The effects of concept requirements of task contexts on pupils' performance in control variables. International Journal of Science Education, 14, 83-93.
55. Tamir, P., & Garcia, M. P. (1992). Characteristics of laboratory exercises included in science texbooks in Catalonia (Spain). International Journal of Science Education, 14 (4), 567-578.
56. Tipler, P. A. (1998). Physics for scientist and engineers (4th ed.). New York: W.H. Freeman and Company (translated to Spanish by Reverte publishers, 1999).
57. Tunner, S., & Sullenger, K. (1999). Kuhn in the classroom, Lakatos in the lab: Science educators confront the nature-of-science debate. Science, Technology and Human Values, 24 (1), 5-30.
58. Varelas, M. (1996). Between theory and data in a seventh-grade science. Journal of Research in Science Teaching, 33, 229-263.
59. Viennot, L. (2001). Reasoning in Physics. Dordrecht: Kluwer academic Publishers.
60. Watson, J. R., Goldsworthy, A., & Wood-Robinson, V. (1999). What is not fair with investigations? School Science Review, 80, 101-106.
61. Wenham, M. (1993). The nature and the role of hypotheses in school science investigations. International Journal of Science Education, 15 (3), 231-240.