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written by Lin Ding, Neville W. Reay, Albert Lee, and Lei Bao
Traditional end-of-chapter problems often are localized, requiring formulas only within a single chapter. Students frequently can solve these problems by performing "plug-and-chug" without recognizing underlying concepts. We designed open-ended problems that require a synthesis of concepts that are broadly separated in the teaching time line, militating against students' blindly invoking locally introduced formulas. Each problem was encapsulated into a sequence with two preceding conceptually-based multiple-choice questions. These conceptual questions address the same underlying concepts as the subsequent problem, providing students with guided conceptual scaffolding. When solving the problem, students were explicitly advised to search for underlying connections based on the conceptual questions. Both small-scale interviews and a large-scale written test were conducted to investigate the effects of guided conceptual scaffolding on student problem solving. Specifically, student performance on the open-ended problems was compared between those who received scaffolding and those who did not. A further analysis of whether the conceptual scaffolding was equivalent to mere cueing also was conducted.
Physics Education Research Conference 2009
Part of the PER Conference series
Ann Arbor, Michigan: July 29-30, 2009
Volume 1179, Pages 129-132
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
Education - Basic Research
- Cognition
- Learning Theory
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3266695
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2009 proceedings is also available.
Restriction:
© 2009 American Institute of Physics
DOI:
10.1063/1.3266695
NSF Number:
0618128
PACSs:
01.40.Fk
01.40.gb
Keywords:
PERC 2009, conceptual scaffolding, conceptual scaffolding, cueing, open-ended problems, problem solving, problem solving
Record Cloner:
Metadata instance created October 4, 2009 by Alea Smith
Record Updated:
March 11, 2010 by Lyle Barbato
Last Update
when Cataloged:
November 11, 2009
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Record Link
AIP Format
L. Ding, N. Reay, A. Lee, and L. Bao, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335).
AJP/PRST-PER
L. Ding, N. Reay, A. Lee, and L. Bao, Using Conceptual Scaffolding to Foster Effective Problem Solving, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335>.
APA Format
Ding, L., Reay, N., Lee, A., & Bao, L. (2009, July 29-30). Using Conceptual Scaffolding to Foster Effective Problem Solving. Paper presented at Physics Education Research Conference 2009, Ann Arbor, Michigan. Retrieved October 24, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335
Chicago Format
Ding, L, N. Reay, A. Lee, and L. Bao. "Using Conceptual Scaffolding to Foster Effective Problem Solving." Paper presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, July 29-30, 2009. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335 (accessed 24 October 2014).
MLA Format
Ding, Lin, Neville Reay, Albert Lee, and Lei Bao. "Using Conceptual Scaffolding to Foster Effective Problem Solving." Physics Education Research Conference 2009. Ann Arbor, Michigan: 2009. 129-132 Vol. 1179 of PER Conference. 24 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335>.
BibTeX Export Format
@inproceedings{ Author = "Lin Ding and Neville Reay and Albert Lee and Lei Bao", Title = {Using Conceptual Scaffolding to Foster Effective Problem Solving}, BookTitle = {Physics Education Research Conference 2009}, Pages = {129-132}, Address = {Ann Arbor, Michigan}, Series = {PER Conference}, Volume = {1179}, Month = {July 29-30}, Year = {2009} }
Refer Export Format

%A Lin Ding
%A Neville Reay
%A Albert Lee
%A Lei Bao
%T Using Conceptual Scaffolding to Foster Effective Problem Solving
%S PER Conference
%V 1179
%D July 29-30 2009
%P 129-132
%C Ann Arbor, Michigan
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335
%O Physics Education Research Conference 2009
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Ding, Lin
%A Reay, Neville
%A Lee, Albert
%A Bao, Lei
%D July 29-30 2009
%T Using Conceptual Scaffolding to Foster Effective Problem Solving
%B Physics Education Research Conference 2009
%C Ann Arbor, Michigan
%V 1179
%P 129-132
%S PER Conference
%8 July 29-30
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9467&DocID=1335


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