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written by H. Vincent Kuo
One commonly stated instructor goal for an introductory calculus-based physics course is to improve students' problem solving skills. There is, however, a growing body of research evidence to suggest that this goal is not frequently accomplished in a typical college or university physics course. In response to this evidence, researchers and curriculum developers have developed a wide variety of curricular materials and instructional strategies that have been shown to be more effective in improving student problem solving performance. In spite of the availability of these curricular materials and instructional strategies, relatively few physics instructors have chosen to use them. One likely reason is that these curricular materials and instructional strategies do not align with, and perhaps are in conflict with, the ways that physics instructors think about the teaching and learning of problem solving. This has led the Physics Education Research and Development Group at the University of Minnesota to undertake a long-term, multistage research program to understand physics instructors' conceptions about the teaching and learning of problem solving.
University: University of Minnesota
Academic Department:  Physics
Subjects Levels Resource Types
Education - Basic Research
- Problem Solving
- Teacher Characteristics
- Graduate/Professional
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- PER Literature
- Thesis/Dissertation
- Researchers
- Educators
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2004 Hsia-Po Vincent Kuo
Keywords:
Grounded Model Construction, instructor interviews
Record Creator:
Metadata instance created June 15, 2006 by Bruce Mason
Record Updated:
June 14, 2011 by Lyle Barbato
Last Update
when Cataloged:
August 1, 2004
Other Collections:

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Record Link
AIP Format
V. Kuo, University of Minnesota, 2004, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112).
AJP/PRST-PER
V. Kuo, An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process, University of Minnesota, 2004, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112>.
APA Format
Kuo, V. (2004, August 1). An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process (University of Minnesota, 2004). Retrieved October 24, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112
Chicago Format
Kuo, Vince. "An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process." University of Minnesota, 2004. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112 (accessed 24 October 2014).
MLA Format
Kuo, Vince. "An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process." 1 Aug. 2004. University of Minnesota, 2004. 24 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112>.
BibTeX Export Format
@phdthesis{ Author = "Vince Kuo", Title = {An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process}, School = {University of Minnesota}, Month = {August}, Year = {2004} }
Refer Export Format

%A Vince Kuo
%T An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
%D August 1, 2004
%I University of Minnesota
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112
%O Physics
%O application/pdf

EndNote Export Format

%0 Thesis
%A Kuo, Vince
%D August 1, 2004
%T An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
%B Physics
%I University of Minnesota
%8 August 1, 2004
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=3784&DocID=112


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