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UMD PERG PhD Dissertations: Mel S. Sabella |
Using the Context of Physics Problem Solving to Evaluate the Coherence of Student Knowledge
Mel S. Sabella, Doctor of Philosophy, 1999
Dissertation directed by: Professor Edward F. Redish, Department of Physics
Physics Education Research (PER) has shown that students in introductory physics lack a deep understanding of physics principles and concepts. Through research-based curricula, conceptual understanding can be improved. In addition PER has shown that these students can be taught problem solving skills through a modified curriculum. Despite these improvements, students still have difficulty developing a coherent knowledge of physics. In particular, students often have difficulty connecting related physics concepts. In addition, they view quantitative problems and qualitative questions as distinct types of tasks, possessing different types of knowledge and different sets of rules for responding.
We discuss some possible methods that physics instructors and physics education researchers can use to examine coherence in student knowledge. Using these methods, we provide evidence for the local coherence in student physics knowledge by identifying distinct schemas for qualitative and quantitative knowledge. After identifying some of these difficulties in student understanding, we look at how students are connecting their qualitative knowledge to quantitative knowledge after going through concept-based curriculum. The research benefits as well as shortcomings in the concept-based curriculum and talk about possible modifications that may foster coherence. In addition, we compare performance on quantitative questions between a physics class using the traditional problem-solving recitation and a class using Tutorials in Introductory Physics on quantitative problems.
Introduction | |
Chapter 1 | Introduction and Background |
Chapter 2 | Schema Theory and Previous Research on Student Problem-Solving |
Chapter 3 | Background, Methods, and Context |
Chapter 4 | Using Context to Probe for Coherence within Physics Topics |
Chapter 5 | Using Complex Problems to Evaluate Coherence in Physics Understanding |
Chapter 6 |
Using Complex Problems to Evaluate Coherence in Qualitative and Quantitative Knowledge |
Chapter 7 |
How does Conceptual Instruction Affect Coherence Between Qualitative and Quantitative Knowledge |
Chapter 8 |
Student Performance on Quantitative Exam Problems in Two Instructional Modes |
Chapter 9 |
Summary and Speculations for the Future |
Appendix A | Selecting Bridging Problems |
Appendix B | Selecting Problem Solving Tutorials |
Appendix C | Full Transcripts of the Interviews Used in the Dissertation: Advanced Students |
Appendix D | Full Transripts of the Interviews Used in the Dissertation: Undergraduate Students |
Appendix E* | The Force Concept Inventory | Bibliography |
Maintained by
University of Maryland PERG
Com8ments and questions may be directed to
E. F. Redish
Last modified 9 October 2001