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Journal of Research in Science Teaching
written by Douglas Huffman
In this study a two-sample, pre/posttest, quasi-experimental design was used to investigate the effect of explicit problem-solving instruction on high school students' conceptual understanding of physics. Eight physics classes, with a total of 145 students, were randomly assigned to either a treatment or comparison group. The four treatment classes were taught how to use an explicit problem-solving strategy, while the four comparison classes were taught how to use a textbook problem-solving strategy. Students' problem-solving performance and conceptual understanding were assessed both before and after instruction. The results indicated that the explicit strategy improved the quality and completeness of students' physics representations more than the textbook strategy, but there was no difference between the two strategies on match of equations with representations, organization, or mathematical execution. In terms of conceptual understanding, there was no overall difference between the two groups; however, there was a significant interaction between the sex of the students and group. The explicit strategy appeared to benefit female students, while the textbook strategy appeared to benefit male students. The implications of these results for physics instruction are discussed.
Journal of Research in Science Teaching: Volume 34, Issue 6, Pages 551-570
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
- Pedagogy
= Heuristics
Education - Basic Research
- Societal Issues
= Gender Issues
- Reference Material
= Research study
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© 1997 John Wiley and Sons, Inc.
DOI:
10.1002/(SICI)1098-2736(199708)34:6<551::AID-TEA2>3.3.CO;2-X
Keywords:
Educational Strategies, High Schools, Physics, Problem Solving, Science Instruction, Scientific Concepts, Sex Differences, Teaching Methods
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
June 14, 2011 by Lyle Barbato
Last Update
when Cataloged:
December 7, 1998
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Record Link
AIP Format
D. Huffman, J. Res. Sci. Teaching 34 (6), 551 (1997), WWW Document, (http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X).
AJP/PRST-PER
D. Huffman, Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics J. Res. Sci. Teaching 34 (6), 551 (1997), <http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X>.
APA Format
Huffman, D. (1998, December 7). Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics. J. Res. Sci. Teaching, 34(6), 551-570. Retrieved April 19, 2014, from http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X
Chicago Format
Huffman, Douglas. "Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics." J. Res. Sci. Teaching. 34, no. 6, (December 7, 1998): 551-570, http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X (accessed 19 April 2014).
MLA Format
Huffman, Douglas. "Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics." J. Res. Sci. Teaching 34.6 (1997): 551-570. 19 Apr. 2014 <http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X>.
BibTeX Export Format
@article{ Author = "Douglas Huffman", Title = {Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics}, Journal = {J. Res. Sci. Teaching}, Volume = {34}, Number = {6}, Pages = {551-570}, Month = {December}, Year = {1998} }
Refer Export Format

%A Douglas Huffman
%T Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics
%J J. Res. Sci. Teaching
%V 34
%N 6
%D December 7, 1998
%P 551-570
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X
%O text/html

EndNote Export Format

%0 Journal Article
%A Huffman, Douglas
%D December 7, 1998
%T Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics
%J J. Res. Sci. Teaching
%V 34
%N 6
%P 551-570
%8 December 7, 1998
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C551::AID-TEA2%3E3.3.CO;2-X


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