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written by Patrick B. Kohl , David Rosengrant, and Noah D. Finkelstein
There exist both explicit and implicit approaches to teaching students how to solve physics problems involving multiple representations. In the former, students are taught explicit problem-solving approaches, such as lists of steps, and these approaches are emphasized throughout the course. In the latter, good problem-solving strategies are modeled for students by the instructor and homework and exams present problems that require multiple representation use, but students are rarely told explicitly to take a given approach. We report on comparative study of these two approaches; students at Rutgers University receive explicit instruction, while students from the University of Colorado receive implicit instruction. Students in each course solve five common electrostatics problems of varying difficulty. We compare student performances and their use of pictures and free-body diagrams. We also compare the instructional environments, looking at teaching approaches and the frequency of multiple-representation use in lectures and exams. We find that students learning via implicit instruction do slightly better and use multiple representations more often on the shorter problems, but that students learning via explicit instruction are more likely to generate correct free-body diagrams on the hardest problem.
Physics Education Research Conference 2006
Part of the PER Conference series
Syracuse, New York: July 26-27, 2006
Volume 883, Pages 145-148
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Cognition
- Learning Theory
= Representations
- Problem Solving
= Representational Use
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.2508713
Access Rights:
Available for purchase
Restriction:
© 2006 American Institute of Physics
DOI:
10.1063/1.2508713
PACSs:
01.40.Fk
01.40.gb
Keywords:
PERC 2006, comparative study, explicit, implicit, multiple representations, problem solving strategies, teaching methods
Record Creator:
Metadata instance created June 4, 2007 by Shawn Weatherford
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 30, 2007
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Record Link
AIP Format
P. Kohl, D. Rosengrant, and N. Finkelstein, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121).
AJP/PRST-PER
P. Kohl, D. Rosengrant, and N. Finkelstein, Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121>.
APA Format
Kohl, P., Rosengrant, D., & Finkelstein, N. (2006, July 26-27). Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving. Paper presented at Physics Education Research Conference 2006, Syracuse, New York. Retrieved April 18, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121
Chicago Format
Kohl, P, D. Rosengrant, and N. Finkelstein. "Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving." Paper presented at the Physics Education Research Conference 2006, Syracuse, New York, July 26-27, 2006. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121 (accessed 18 April 2014).
MLA Format
Kohl, Patrick B., David Rosengrant, and Noah Finkelstein. "Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving." Physics Education Research Conference 2006. Syracuse, New York: 2006. 145-148 Vol. 883 of PER Conference. 18 Apr. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121>.
BibTeX Export Format
@inproceedings{ Author = "Patrick B. Kohl and David Rosengrant and Noah Finkelstein", Title = {Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving}, BookTitle = {Physics Education Research Conference 2006}, Pages = {145-148}, Address = {Syracuse, New York}, Series = {PER Conference}, Volume = {883}, Month = {July 26-27}, Year = {2006} }
Refer Export Format

%A Patrick B. Kohl
%A David Rosengrant
%A Noah Finkelstein
%T Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving
%S PER Conference
%V 883
%D July 26-27 2006
%P 145-148
%C Syracuse, New York
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121
%O Physics Education Research Conference 2006
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kohl, Patrick B.
%A Rosengrant, David
%A Finkelstein, Noah
%D July 26-27 2006
%T Comparing Explicit and Implicit Teaching of Multiple Representation Use in Physics Problem Solving
%B Physics Education Research Conference 2006
%C Syracuse, New York
%V 883
%P 145-148
%S PER Conference
%8 July 26-27
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5265&DocID=2121


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