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written by Kathy L. Malone
The Modeling Instruction pedagogy for the teaching of physics has been proven to be quite effective at increasing the conceptual understanding and problem-solving abilities of students, as measured by the Force Concept Inventory and the Mechanics Baseline Test, to a much greater extent than that of non-modeling students. Little research has been conducted concerning the cognitive and metacognitive skills that modeling students develop that allow for these increases. In this thesis, two studies were designed to answer the following question: In what ways do the knowledge structures, metacognitive skills, and problem-solving abilities differ between modeling and non-modeling students?

In Study 1, the knowledge structures developed by both modeling and non-modeling students were determined using a card sort task. The type of knowledge structure developed by the students was quantified via expert, surface feature and "questions asked" scores. The student's knowledge structures were then correlated to the scores they obtained on two measures: FCI and a problem solving task (PS Task).

In Study 2, a verbal protocol design allowed for a detailed study of the problem-solving and metacognitive skills utilized by the two groups. It was determined that the skills developed in both of these areas by the modeling students were more expert-like as based upon prior research. In addition, the modeling students produced significantly fewer physics errors while catching and repairing a greater percentage of their errors.
University: Carnegie Mellon University
Academic Department:  Psychology
Pages 218
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Cognition
= Cognition Development
- Student Characteristics
= Skills
- High School
- Reference Material
= Thesis/Dissertation
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2006 Kathy Malone
Type:
PhD
Keywords:
knowledge structures, metacognition, modeling, modeling method, self-explanation
Record Creator:
Metadata instance created September 30, 2010 by Bruce Mason
Record Updated:
May 9, 2012 by Lyle Barbato
Last Update
when Cataloged:
May 1, 2006
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Record Link
AIP Format
K. Malone, PhD, Carnegie Mellon University, 2006, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837).
AJP/PRST-PER
K. Malone, A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students PhD, Carnegie Mellon University, 2006, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837>.
APA Format
Malone, K. (2006, May 1). A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students (PhD, Carnegie Mellon University, 2006). Retrieved July 28, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837
Chicago Format
Malone, Kathy. "A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students." PhD, Carnegie Mellon University, 2006. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837 (accessed 28 July 2014).
MLA Format
Malone, Kathy. "A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students." PhD. 1 May 2006. Carnegie Mellon University, 2006. 28 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837>.
BibTeX Export Format
@phdthesis{ Author = "Kathy Malone", Title = {A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students}, School = {Carnegie Mellon University}, Type = {PhD}, Month = {May}, Year = {2006} }
Refer Export Format

%A Kathy Malone
%T A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students
%R PhD
%D May 1, 2006
%P 218
%I Carnegie Mellon University
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837
%O Psychology
%O application/pdf
%O PhD

EndNote Export Format

%0 Thesis
%A Malone, Kathy
%D May 1, 2006
%T A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students
%B Psychology
%I Carnegie Mellon University
%P 218
%8 May 1, 2006
%9 PhD
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10357&DocID=1837


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