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Physical Review Special Topics - Physics Education Research
written by Patrick B. Kohl and Noah D. Finkelstein
In a recent study we showed that physics students' problem-solving performance can depend strongly on problem representation, and that giving students a choice of problem representation can have a significant impact on their performance [ P. B. Kohl and N. D. Finklestein, Phys. Rev. ST. Phys. Educ. Res. 1, 010104 (2005) ] In this paper, we continue that study in an attempt to separate the effect of instructional technique from the effect of content area. We determine that students in a reform-style introductory physics course are learning a broader set of representational skills than those in a more traditional course. We also analyze the representations used in each course studied and find that the reformed course makes use of a richer set of representations than the traditional course and also makes more frequent use of multiple representations. We infer that this difference in instruction is the source of the broader student skills. These results provide insight into how macrolevel features of a course can influence student skills, complementary to the microlevel picture provided by the first study.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
- Learning Environment
- Pedagogy
Education - Basic Research
- Learning Theory
= Representations
- Student Characteristics
= Ability
= Skills
- Reference Material
= Research study
PER-Central Type Levels Ratings
- PER Literature
- Lower Undergraduate
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© 2006 American Physical Society
DOI:
10.1103/PhysRevSTPER.2.010102
NSF Number:
0448176
PACS:
01.40.Fk
Keywords:
cognition, reformed teaching techniques, representation, representational skills, teaching methods
Record Creator:
Metadata instance created February 7, 2007 by Lyle Barbato
Record Updated:
July 13, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 20, 2006
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Record Link
AIP Format
P. Kohl and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2 (1), (2006), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.2.010102).
AJP/PRST-PER
P. Kohl and N. Finkelstein, Effect of instructional environment on physics students’ representational skills Phys. Rev. ST Phys. Educ. Res. 2 (1), (2006), <http://dx.doi.org/10.1103/PhysRevSTPER.2.010102>.
APA Format
Kohl, P., & Finkelstein, N. (2006, January 20). Effect of instructional environment on physics students’ representational skills. Phys. Rev. ST Phys. Educ. Res., 2(1). Retrieved April 19, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.2.010102
Chicago Format
Kohl, Patrick B., and Noah Finkelstein. "Effect of instructional environment on physics students’ representational skills." Phys. Rev. ST Phys. Educ. Res. 2, no. 1, (January 20, 2006), http://dx.doi.org/10.1103/PhysRevSTPER.2.010102 (accessed 19 April 2014).
MLA Format
Kohl, Patrick B., and Noah Finkelstein. "Effect of instructional environment on physics students’ representational skills." Phys. Rev. ST Phys. Educ. Res. 2.1 (2006). 19 Apr. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.2.010102>.
BibTeX Export Format
@article{ Author = "Patrick B. Kohl and Noah Finkelstein", Title = {Effect of instructional environment on physics students’ representational skills}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {2}, Number = {1}, Month = {January}, Year = {2006} }
Refer Export Format

%A Patrick B. Kohl
%A Noah Finkelstein
%T Effect of instructional environment on physics students' representational skills
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 1
%D January 20, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.010102
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Kohl, Patrick B.
%A Finkelstein, Noah
%D January 20, 2006
%T Effect of instructional environment on physics students' representational skills
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 1
%8 January 20, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.010102


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