Student problem-solving behaviors

Physics Teacher

Volumn 44, Issue 4, 2006, Pages 250-251

  Harper, Kathleen A ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85007521220     PISSN: 0031921X     EISSN: 19434928     Source Type: Journal    
DOI: 10.1119/1.2186244     Document Type: Note

References (7)

1. A. Whimbey and J. Lochhead, Problem Solving and Comprehension-A Short Course in Analytical Reasoning (Franklin Institute Press, Philadelphia, PA, 1980).
2. A.H. Schoenfeld, "When good teaching leads to bad results: The disasters of 'well-taught' mathematics courses," Educ. Psychol. 23, 145-166 (1988).
3. M.T.H. Chi, P. J. Feltovich, and R. Glaser, "Categorization and representation of physics problems by experts and novices," Cog. Sci. 5(2), 121-152 (1981).
4. B. Eylon and F. Reif, "Effects of knowledge organization ontask performance," Cogn. Instr. 1(1), 5-44 (1984).
5. P. T. Hardiman, R. Dufresne, and J. P. Mestre, "The relationship between problem categorization and problem solving among experts and novices," Mem. Cogn. 17, 627-638 (1989).
6. J.H. Larkin and H. A. Simon, "Why a diagram is (sometimes) worth 10,000 words," in Diagrammatic Reasoning: Cognitive and Computational Perspectives, edited by J. Glasgow, N. Hari Narayanan, and B. Chandrasekaran (AAAI Press/MIT Press, Menlo Park, CA, 1995).
7. For a few examples of how this can be done, see A. Van Heuvelen, Active Learning Problem Sheets (Hayden-McNeil Publishing, Plymouth, MI, 1996).