Abstract
This paper describes ongoing research investigating student approaches to quantitative and qualitative problem solving in physics. This empirical study was conducted using a phenomenographic approach to analyze data from individual semistructured problem solving interviews with 22 introductory college physics students. The main result of the study is a hierarchical set of categories that describe the students’ problem solving approaches in the context of introductory physics.
- Received 28 February 2007
DOI:https://doi.org/10.1103/PhysRevSTPER.3.020108
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