written by Charles R. Henderson, Kenneth Heller, Patricia Heller, H. Vincent Kuo, and Edit Yerushalmi

This paper presents preliminary hypotheses about the relationship between faculty goals for the introductory calculus-based physics course and their beliefs about student learning of problem solving.  All faculty have problem solving as a major goal for their course.  There appears to be however, an instructional paradox.  When discussing how students learn to solve problems in their own courses, faculty indicate that reflective-practice skills are a necessary prerequisite, and that average students enter the course with these skills.  When discussing general problem solving skills, however, faculty seem to believe that similar reflective-practice skills cannot be learned in an introductory physics course, and should be a long-term goal of university education.

This file is available in multiple formats: .pdf, .doc

• Download PERC01_Henderson.pdf - 58kb Adobe PDF Document
• Download PERC01_Henderson.doc - 59kb Word Document

Published July 26, 2001
Last Modified July 11, 2010

This file is included in the full-text index.
This file has previous versions.