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written by Kathy L. Malone
In order to understand why a teaching methodology such as Modeling Instruction in High School Physics might be demonstrating gains in conceptual understanding and problem solving on the part of the students one must review cognition-based research. This article will review the pertinent literature investigating the differences in problem-solving and knowledge structure organization between experts and novices. In addition, lab and classroom based problem-solving studies will be reviewed. The pertinent literature will then be compared with the basic tenets of modeling instruction.
Series Name:  Journal of Physics Teacher Education Online
Issue 4 - 1
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
Education - Basic Research
- Cognition
- Problem Solving
= Expert-Novice Comparisons
- High School
- Lower Undergraduate
- Reference Material
= Article
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© 2006 Illinois State University Physics Department
Record Creator:
Metadata instance created July 31, 2019 by Bruce Mason
Record Updated:
July 31, 2019 by Bruce Mason
Last Update
when Cataloged:
October 1, 2006
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Record Link
AIP Format
K. Malone, , Report No. 4 - 1, 2006, WWW Document, (http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf).
AJP/PRST-PER
K. Malone, The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I, , Report No. 4 - 1, 2006, <http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf>.
APA Format
Malone, K. (2006). The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I (Report No. 4 - 1). Retrieved November 15, 2019, from http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf
Chicago Format
Malone, Kathy. "The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I." In Journal of Physics Teacher Education Online, 14 - 26. 2006. http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf (accessed 15 November 2019).
MLA Format
Malone, Kathy. The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I. 2006. 15 Nov. 2019 <http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf>.
BibTeX Export Format
@techreport{ Author = "Kathy Malone", Title = {The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I}, Number = {4 - 1}, Month = {October}, Year = {2006} }
Refer Export Format

%A Kathy Malone
%T The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I
%R 4 - 1
%S Journal of Physics Teacher Education Online
%D October 1, 2006
%P 14 - 26
%U http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf
%O application/pdf

EndNote Export Format

%0 Report
%A Malone, Kathy
%D October 1, 2006
%T The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I
%N 4 - 1
%P 14 - 26
%8 October 1, 2006
%@ 4 - 1
%U http://www2.phy.ilstu.edu/~wenning/jpteo/issues/jpteo4(1)aut06.pdf


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

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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.

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