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How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
written by Eric Kuo, Nicole R. Hallinen, and Luke D. Conlin
Current step-by-step, problem-solving frameworks have been shown to improve aspects of students' problem solving. However, conceptual problem-solving shortcuts that break from these frameworks may demonstrate adaptive problem solving. Following an approach from Heckler [1], we show that prompting introductory physics students to complete a common initial step of these frameworks ("draw a free-body diagram") before solving force problems decreases the use of conceptual shortcuts and increases reproduction of standard procedures. Extending this paradigm, students were then asked to evaluate a sample informal solution for a force problem. When the problem text included a diagram prompt, students rated the informal solution less favorably, commenting that the solution was not formal enough. These results imply that the prompt to draw a diagram not only cues procedural problem-solving approaches, but also may push students away from informal approaches that demonstrate problem-solving expertise.
Physics Education Research Conference 2015
Part of the PER Conference series
College Park, MD: July 29-30, 2015
Pages 183-186
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
Education - Basic Research
- Problem Solving
= Frameworks
= Heuristics
- Student Characteristics
= Affect
= Skills
- Lower Undergraduate
- Reference Material
= Research study
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- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2015.pr.041
PACS:
01.40.Fk
Keyword:
PERC 2015
Record Creator:
Metadata instance created December 16, 2015 by Lyle Barbato
Record Updated:
December 18, 2015 by Lyle Barbato
Last Update
when Cataloged:
December 18, 2015
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Record Link
AIP Format
E. Kuo, N. Hallinen, and L. Conlin, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284).
AJP/PRST-PER
E. Kuo, N. Hallinen, and L. Conlin, How prompting force diagrams discourages student use of adaptive problem-solving shortcuts, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284>.
APA Format
Kuo, E., Hallinen, N., & Conlin, L. (2015, July 29-30). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. Paper presented at Physics Education Research Conference 2015, College Park, MD. Retrieved November 19, 2019, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284
Chicago Format
Kuo, E, N. Hallinen, and L. Conlin. "How prompting force diagrams discourages student use of adaptive problem-solving shortcuts." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284 (accessed 19 November 2019).
MLA Format
Kuo, Eric, Nicole Hallinen, and Luke Conlin. "How prompting force diagrams discourages student use of adaptive problem-solving shortcuts." Physics Education Research Conference 2015. College Park, MD: 2015. 183-186 of PER Conference. 19 Nov. 2019 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284>.
BibTeX Export Format
@inproceedings{ Author = "Eric Kuo and Nicole Hallinen and Luke Conlin", Title = {How prompting force diagrams discourages student use of adaptive problem-solving shortcuts}, BookTitle = {Physics Education Research Conference 2015}, Pages = {183-186}, Address = {College Park, MD}, Series = {PER Conference}, Month = {July 29-30}, Year = {2015} }
Refer Export Format

%A Eric Kuo
%A Nicole Hallinen
%A Luke Conlin
%T How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
%S PER Conference
%D July 29-30 2015
%P 183-186
%C College Park, MD
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284
%O Physics Education Research Conference 2015
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kuo, Eric
%A Hallinen, Nicole
%A Conlin, Luke
%D July 29-30 2015
%T How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
%B Physics Education Research Conference 2015
%C College Park, MD
%P 183-186
%S PER Conference
%8 July 29-30
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284


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