written by
Jose P. Mestre
This paper reports on two experiments in which high performing university students having finished an introductory physics course were asked to pose mechanics questions. In Experiment 1, subjects were given problem situations (i.e. a story line accompanied with a diagram from which problems could be constructed) and asked to generate "textbook-like" problems that could be solved with specific concepts (e.g. conservation of mechanical energy, Newton's Second Law). In Experiment 2, subjects were given Concept Scenarios (i.e. a description of the physics principles and concepts that apply to a problem and the order in which they apply) and asked to generate problems that matched the scenarios. Interviews conducted immediately following the experiment asked the subjects to explain how the problems posed matched either the specified concepts, or the Concept Scenarios. Findings indicate that, when followed by an interview, problem solving is a powerful assessment tool for probing students' understanding of physics concepts, as well as their ability to transfer their knowledge to novel contexts. In many instances, students posed appropriate solvable problems, yet displayed major flaws in conceptual understanding. This suggests that even good novices are lacking in the way their conceptual knowledge is organized in memory and linked to problem contexts and procedures. Suggestions for using problem posing as a pedagogical tool are presented.
Journal of Applied Developmental Psychology: Volume 23, Issue 1, Pages 9-50
ComPADRE is beta testing Citation Styles!
Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=2712">Mestre, Jose P.. "Probing adults' conceptual understanding and transfer of learning via problem posing." J. Appl. Dev. Psychol. 23, no. 1, (2002): 9-50.</a>
AIP Format
J. Mestre, , J. Appl. Dev. Psychol. 23 (1), 9 (2002), WWW Document, (https://doi.org/10.1016/S0193-3973(01)00101-0).
AJP/PRST-PER
J. Mestre, Probing adults' conceptual understanding and transfer of learning via problem posing, J. Appl. Dev. Psychol. 23 (1), 9 (2002), <https://doi.org/10.1016/S0193-3973(01)00101-0>.
APA Format
Mestre, J. (2002). Probing adults' conceptual understanding and transfer of learning via problem posing. J. Appl. Dev. Psychol., 23(1), 9-50. Retrieved October 31, 2024, from https://doi.org/10.1016/S0193-3973(01)00101-0
Chicago Format
Mestre, Jose P.. "Probing adults' conceptual understanding and transfer of learning via problem posing." J. Appl. Dev. Psychol. 23, no. 1, (2002): 9-50, https://doi.org/10.1016/S0193-3973(01)00101-0 (accessed 31 October 2024).
MLA Format
Mestre, Jose P.. "Probing adults' conceptual understanding and transfer of learning via problem posing." J. Appl. Dev. Psychol. 23.1 (2002): 9-50. 31 Oct. 2024 <https://doi.org/10.1016/S0193-3973(01)00101-0>.
BibTeX Export Format
@article{
Author = "Jose P. Mestre",
Title = {Probing adults' conceptual understanding and transfer of learning via problem posing},
Journal = {J. Appl. Dev. Psychol.},
Volume = {23},
Number = {1},
Pages = {9-50},
Year = {2002}
}
Refer Export Format
%A Jose P. Mestre %T Probing adults' conceptual understanding and transfer of learning via problem posing %J J. Appl. Dev. Psychol. %V 23 %N 1 %D 2002 %P 9-50 %U https://doi.org/10.1016/S0193-3973(01)00101-0 %O text/html
EndNote Export Format
%0 Journal Article %A Mestre, Jose P. %D 2002 %T Probing adults' conceptual understanding and transfer of learning via problem posing %J J. Appl. Dev. Psychol. %V 23 %N 1 %P 9-50 %@ 0193-3973 %M 5214394 %U https://doi.org/10.1016/S0193-3973(01)00101-0 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. |
ContributeSimilar Materials |