The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools

African Journal of Research in Mathematics, Science and Technology Education

Volumn 10, Issue 2, 2006, Pages 15-26

  Gaigher, E ^a   Rogan, J M ^b   Braun, M W H ^a  

^a UNIVERSITY OF PRETORIA   (South Africa)

^b UNIVERSITY OF KWAZULU NATAL   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250627797     PISSN: 24697656     EISSN: 18117295     Source Type: Journal    
DOI: 10.1080/10288457.2006.10740601     Document Type: Article

References (44)

1. Alant, B., (2004). Researching problem solving in introductory physics:Towards a new understanding of familiarity. African Journal of Research in Mathematics, Science and Technology Education, 8, 29–40.
2. Arnott, A., Kubeka, Z., Rice, M., & Hall, G., (1997). Mathematics and science teachers:Demand, utilization, supply and training in South Africa. Johannesburg:Edusource.
3. Dhillon, A.S., (1998). Individual differences within problem-solving strategies used in physics. Science Education, 82, 379- 404.
4. Duit, R., Roth, W.M., Komorek, M., & Wilbers, J., (1998). Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems:towards an integrative perspective on learning in science. International Journal of Science Education, 20, 1059–1073.
5. th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Cape Town.
6. Gaigher, E., Rogan, J.M., & Braun, M.W.H., (2006). Exploring the development of conceptual understanding through structured problem solving in physics. Accepted for publication in International Journal of Science Education, 28 July 2006.
7. Gaigher, E., (2004). The effect of a structured problem solving strategy on performance and conceptual understanding of physics:a study in disadvantaged South African schools. PhD thesis, University of Pretoria, Pretoria. http://upetd.up.ac.za/thesis/available/etd-02022006-160908/
8. Greeno, J.G., (1989). Situations, Mental Models, and Generative Knowledge. In D., Klahr, and K., Kotovsky (Eds.). Complex Information Processing:The Impact of Herbert A. Simon, (pp. 285–318), Hillsdale, NJ:Lawrence Erlbaum Associates.
9. Halloun, I.A., & Hestenes, D., (1987). Modeling instruction in mechanics. American Journal of Physics, 55, 455–462.
10. Hartshorne, K., (1992). Crisis and challenge:Black education 1910–1990. Cape Town, South Africa:Oxford University Press.
11. Hattingh, A., Rogan, J.M., Aldous, C.,.Howie, S., & Venter, E., (2005). Assessing the attainment of learner outcomes in Natural Science of the new South African curriculum. African Journal of Research in Mathematics, Science and Technology Education, 9, 13–24.
12. Heller, J.I., & Reif, F., (1984). Describing effective human problem solving processes:Problem description in physics. Cognition and Instruction, 1, 177–216.
13. 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, 627–636.
14. Hestenes, D., (1987). Toward a modeling theory of instruction. American Journal of Physics, 55, 440–454.
15. Hewitt, P.G., (1983). Millikan Lecture 1982:The missing essential—a conceptual understanding of physics. American Journal of Physics 51, 305–311.
16. Hobden, P.A., (1999). The context of problem tasks in school physical science. Doctoral dissertation, University of Natal, Durban.
17. Howie, S.J., (2001). Mathematics and science performance in gr.8 in South-Africa, 1998/9. Pretoria:HSRC.
18. Howie, S.J., (2003). Language and other background factors affecting secondary pupils' performance in mathematics in South Africa. African Journal of Research in Science, Mathematics and Technology Education, 7, 1–20.
19. Huffman, D., (1997). Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34, 551–570.
20. Jansen, J.D., (1999). Why outcomes-based education will fail:an elaboration. In Jansen, J., & Christie, P., (Eds.), Changing curriculum:Studies on outcomes-based education in South Africa (pp. 145–155). Cape Town:Juta‥
21. Johnson, S., Monk, M., & Hodges, M., (2000). Teacher development and change in South Africa:a critique of the appropriateness of transfer of northern/western practice. Compare, 30, 180–192.
22. Kahn, M., (2004). For whom the school bell tolls:Disparities in performance in senior certificate mathematics and physical science. Perspectives in Education, 22, 149–156.
23. Kim, E., & Pak, S., (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70, 759–765.
24. Larkin, J.H., (1979). Processing information for effective problems solving. Engineering Education, 285–288.
25. Larkin, J.H., (1983). The role of problem representation in physics. In D., Gentner & A.L., Stevens (Eds.), Mental Models (pp. 75–98). Hillsdale, NJ:Lawrence Erlbaum.
26. Larkin, J.H., McDermott, L., Simon, D.P., & Simon, H.A., (1980). Expert and novice performance in solving physics problems. Science, 208, 1335–1342.
27. Larkin, J.H., & Reif, F., (1979). Understanding and teaching problem solving in physics. European journal of science education, 1, 191–203.
28. Larkin, J.H., & Simon, H.A., (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.
29. Lawson, R.A., & Mc Dermott, L., (1987). Student understanding of the work-energy and impulse-momentum theorems. American Journal of Physics, 55, 811–817.
30. 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, 1495–1503
31. Maloney, D.P., (1994). Research on problem solving:Physics. In D.L., Gabel (Ed.), Handbook of Research in Science Teaching and Learning (pp. 327–354). New York:Macmillan.
32. McDermott, L.C., (1991), Millikan Lecture 1990:What we teach and what is learned—closing the gap, American Journal of Physics, 59, 301–315.
33. McMillan C., & Swadener, M., (1991). Novice use of qualitative versus quantitative problem solving in electrostatics. Journal of Research in Science Teaching, 28, 661–670.
34. Pandor, N., (2006). Introducing the Debate on the Education Budget, Vote 15, National Assembly. http://www.pmg.org.za/briefings/briefings.php?id=267.
35. th annual meeting of the Southern African Association for Research in Mathematics, Science and technology Education, Pretoria.
36. Pride, T., Vokos, S., & McDermott, L., (1998). The challenge of matching learning assessments to teaching goals:An example from the work-energy and impulse-momentum theorems. American Journal of Physics, 66, 147–157.
37. Prophet, R. B., (1990). Rhetoric and reality in science curriculum development in Botswana. International Journal of Science Education, 12, 13–23.
38. Redish, E.F., (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62, 796–803.
39. Reif, F., (1995). Millikan Lecture 1994:Understanding and teaching important scientific thought processes. American Journal of Physics, 63, 16–32.
40. Reif, F., Larkin, J. H., & Brackett, G.C., (1976). Teaching general learning and problem solving skills. American Journal of Physics, 44, 212–217.
41. Rogan, J.M., & Gray, B.V., (1999). Science Education as South Africa's Trojan Horse. Journal of Research in Science Teaching, 36, 373–385.
42. Shaffer, P.S., & McDermott, L.C., (1992):Research as a guide for curriculum development:An example from introductory electricity. Part II:Design of instructional strategies. American Journal of Physics, 60, 1003–1013.
43. Van Heuvelen, A., (1991). Learning to think like a physicist:A review of research based instructional strategies. American Journal of Physics, 59, 891–897.
44. Wright, D.S., & Williams, C.D., (1986). A WISE strategy for introductory physics. The Physics Teacher, 24, 211–216.