Detail Page

American Journal of Physics
written by Eun-Sook Kim and Sung-Jae Pak
The relation between traditional physics textbook problem solving and conceptual understanding was investigated. The number of problems a student solved, as estimated by students themselves, ranged from 300 to 2900 with an average of about 1500. The students did not have much difficulty in using physics formulas and mathematics. However, we found that they still had many of the well-known conceptual difficulties with basic mechanics, and there was little correlation between the number of problems solved and conceptual understanding. This result suggests that traditional problem solving has a limited effect on conceptual understanding.
American Journal of Physics: Volume 70, Issue 7, Pages 759-765
Subjects Levels Resource Types
Education Foundations
- Assessment
Education Practices
- Active Learning
= Problem Solving
General Physics
- Physics Education Research
- Lower Undergraduate
- Upper Undergraduate
- Instructional Material
= Best practice
= Instructor Guide/Manual
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- text/html
- application/pdf
- application/postscript
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available by subscription
Restriction:
© 2002 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.1484151
Keywords:
Concept Formation, Foreign Countries, High Schools, Higher Education, Korea, Misconceptions, Physics, Problem Solving, Science Education, Teaching Methods, Textbooks
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
November 23, 2005 by Vince Kuo
Last Update
when Cataloged:
July 1, 2002
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
E. Kim and S. Pak, Am. J. Phys. 70 (7), 759 (2002), WWW Document, (http://dx.doi.org/10.1119/1.1484151).
AJP/PRST-PER
E. Kim and S. Pak, Students do not overcome conceptual difficulties after solving 1000 traditional problems, Am. J. Phys. 70 (7), 759 (2002), <http://dx.doi.org/10.1119/1.1484151>.
APA Format
Kim, E., & Pak, S. (2002, July 1). Students do not overcome conceptual difficulties after solving 1000 traditional problems. Am. J. Phys., 70(7), 759-765. Retrieved December 16, 2017, from http://dx.doi.org/10.1119/1.1484151
Chicago Format
Kim, Eun-Sook, and Sung-Jae Pak. "Students do not overcome conceptual difficulties after solving 1000 traditional problems." Am. J. Phys. 70, no. 7, (July 1, 2002): 759-765, http://dx.doi.org/10.1119/1.1484151 (accessed 16 December 2017).
MLA Format
Kim, Eun-Sook, and Sung-Jae Pak. "Students do not overcome conceptual difficulties after solving 1000 traditional problems." Am. J. Phys. 70.7 (2002): 759-765. 16 Dec. 2017 <http://dx.doi.org/10.1119/1.1484151>.
BibTeX Export Format
@article{ Author = "Eun-Sook Kim and Sung-Jae Pak", Title = {Students do not overcome conceptual difficulties after solving 1000 traditional problems}, Journal = {Am. J. Phys.}, Volume = {70}, Number = {7}, Pages = {759-765}, Month = {July}, Year = {2002} }
Refer Export Format

%A Eun-Sook Kim
%A Sung-Jae Pak
%T Students do not overcome conceptual difficulties after solving 1000 traditional problems
%J Am. J. Phys.
%V 70
%N 7
%D July 1, 2002
%P 759-765
%U http://dx.doi.org/10.1119/1.1484151
%O text/html

EndNote Export Format

%0 Journal Article
%A Kim, Eun-Sook
%A Pak, Sung-Jae
%D July 1, 2002
%T Students do not overcome conceptual difficulties after solving 1000 traditional problems
%J Am. J. Phys.
%V 70
%N 7
%P 759-765
%8 July 1, 2002
%U http://dx.doi.org/10.1119/1.1484151


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials