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The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
written by Thomas M. Foster
Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills.

This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving.

In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.
University: University of Minnesota
Academic Department:  Curriculum & Instruction
Subjects Levels Resource Types
Education Foundations
- Problem Solving
- Student Characteristics
= Ability
Education Practices
- Curriculum Development
- Pedagogy
= Instructional Issues
- Lower Undergraduate
- Instructional Material
= Best practice
- Reference Material
= Research study
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- Researchers
- Educators
- application/pdf
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Mirror:
http://groups.physics.umn.edu/phy…
Access Rights:
Free access
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© 2000 Thomas Foster
Keyword:
problem-solving strategy
Record Creator:
Metadata instance created December 25, 2006 by Bruce Mason
Record Updated:
January 6, 2007 by Bruce Mason
Last Update
when Cataloged:
February 1, 2000
Other Collections:

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Record Link
AIP Format
T. Foster, University of Minnesota, 2000, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206).
AJP/PRST-PER
T. Foster, The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving, University of Minnesota, 2000, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206>.
APA Format
Foster, T. (2000, February 1). The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving (University of Minnesota, 2000). Retrieved December 16, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206
Chicago Format
Foster, Thomas. "The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving." University of Minnesota, 2000. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206 (accessed 16 December 2017).
MLA Format
Foster, Thomas. "The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving." 1 Feb. 2000. University of Minnesota, 2000. 16 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206>.
BibTeX Export Format
@phdthesis{ Author = "Thomas Foster", Title = {The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving}, School = {University of Minnesota}, Month = {February}, Year = {2000} }
Refer Export Format

%A Thomas Foster
%T The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
%D February 1, 2000
%I University of Minnesota
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206
%O Curriculum & Instruction
%O application/pdf

EndNote Export Format

%0 Thesis
%A Foster, Thomas
%D February 1, 2000
%T The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
%B Curriculum & Instruction
%I University of Minnesota
%8 February 1, 2000
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4766&DocID=206


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