home - login - register

Conference Proceedings Detail Page

written by Lin Ding, Neville W. Reay, Andrew F. Heckler, and Lei Bao
Students commonly have difficulty with "synthesis problems", which require a combination of typically two concepts that are taught separately in different chapters and/or at significantly different times during a course. One reason for this is that students frequently rely on a formula-based approach, beginning by searching for mathematical equations or worked examples which often do not exist. We employed a guided scaffolding method to induce students to employ a more effective problem-solving approach by first searching for fundamental concepts. This method includes a sequence of two conceptually-based multiple-choice questions that have similar deep structure as the synthesis problem, and an explicit instruction to remind students to make connections between the synthesis problem and these conceptual questions. We report our findings on the sustained effects of repeated training using conceptually-scaffolded synthesis problems. In the last 2 weeks of the 2009 fall quarter, we repeatedly provided 3 groups of students with different training using scaffolded synthesis problems, un-scaffolded synthesis problems, or traditional textbook problems. Four days after the training, all students took a common final examination containing a synthesis problem without scaffolding. Results show that repeated training with scaffolded synthesis problems rendered the highest success in students' correctly identifying and applying fundamental concepts for solving this problem.
Physics Education Research Conference 2010
Part of the PER Conference series
Portland, Oregon: July 21-22, 2010
Volume 1289, Pages 133-136
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
Education - Basic Research
- Assessment
= Conceptual Assessment
= Methods
- Reference Material
= Report
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3515179
Access Rights:
Limited free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2010 proceedings is available for purchase from the AIP.
Restriction:
© 2010 American Institute of Physics
DOI:
10.1063/1.3515179
NSF Number:
0618128
PACSs:
01.40.Fk
01.40.gb
Keywords:
PERC 2010, conceptual scaffolding, problem solving, synthesis problems
Record Cloner:
Metadata instance created October 11, 2010 by Alea Smith
Record Updated:
May 1, 2013 by Lyle Barbato
Last Update
when Cataloged:
August 24, 2010
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
L. Ding, N. Reay, A. Heckler, and L. Bao, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881).
AJP/PRST-PER
L. Ding, N. Reay, A. Heckler, and L. Bao, Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881>.
APA Format
Ding, L., Reay, N., Heckler, A., & Bao, L. (2010, July 21-22). Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems. Paper presented at Physics Education Research Conference 2010, Portland, Oregon. Retrieved October 31, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881
Chicago Format
Ding, L, N. Reay, A. Heckler, and L. Bao. "Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems." Paper presented at the Physics Education Research Conference 2010, Portland, Oregon, July 21-22, 2010. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881 (accessed 31 October 2014).
MLA Format
Ding, Lin, Neville Reay, Andrew F. Heckler, and Lei Bao. "Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems." Physics Education Research Conference 2010. Portland, Oregon: 2010. 133-136 Vol. 1289 of PER Conference. 31 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881>.
BibTeX Export Format
@inproceedings{ Author = "Lin Ding and Neville Reay and Andrew F. Heckler and Lei Bao", Title = {Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems}, BookTitle = {Physics Education Research Conference 2010}, Pages = {133-136}, Address = {Portland, Oregon}, Series = {PER Conference}, Volume = {1289}, Month = {July 21-22}, Year = {2010} }
Refer Export Format

%A Lin Ding
%A Neville Reay
%A Andrew F. Heckler
%A Lei Bao
%T Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems
%S PER Conference
%V 1289
%D July 21-22 2010
%P 133-136
%C Portland, Oregon
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881
%O Physics Education Research Conference 2010
%O July 21-22
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Ding, Lin
%A Reay, Neville
%A Heckler, Andrew F.
%A Bao, Lei
%D July 21-22 2010
%T Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems
%B Physics Education Research Conference 2010
%C Portland, Oregon
%V 1289
%P 133-136
%S PER Conference
%8 July 21-22
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10408&DocID=1881


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems:


Know of another related resource? Login to relate this resource to it.
Save to my folders

Contribute

Related Materials

Similar Materials