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Physical Review Special Topics - Physics Education Research
written by Kathy L. Malone
The modeling instruction pedagogy for the teaching of physics has been proven to be quite effective at increasing the conceptual understanding and problem-solving abilities of students to a much greater extent than that of nonmodeling students. Little research has been conducted concerning the cognitive and metacognitive skills that modeling students develop that allow for these increases. Two studies were designed to answer the following question: In what ways do the knowledge structures, metacognitive skills, and problem-solving abilities differ between modeling and nonmodeling students? In study 1, the knowledge structures developed by two groups of high school physics students taught using differing pedagogies (modeling instruction in physics and traditional methods) were determined using a card-sort task. The student's knowledge structures were then correlated with the scores they obtained on two measures: the force concept inventory (FCI) and a problem-solving task (PS task) developed for this study. The modeling students had a more expertlike knowledge structure, while the nonmodeling students produced structures that were novicelike. In addition, the expert score correlated highly with performance on both the FCI and PS task scores demonstrating that a higher expert score predicted a higher value on each of these measures while a higher surface feature score predicted a lower score on both of these measures. In study 2, a verbal protocol design allowed for a detailed study of the problem-solving and metacognitive skills utilized by the two groups. It was determined that the skills utilized by the modeling instruction students were more expertlike. In addition, the modeling students produced significantly fewer physics errors while catching and repairing a greater percentage of their errors.
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
= Problem Solving
Education - Basic Research
- Assessment
= Methods
- Student Characteristics
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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© 2008 American Physical Society
DOI:
10.1103/PhysRevSTPER.4.020107
PACSs:
01.40.Fk
01.40.Di
Keywords:
Conceptual Understanding, Expert vs. Novice, FCI, Modeling Instruction, Pedagogical Methods, Problem Solving
Record Creator:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
February 23, 2011 by Lyle Barbato
Last Update
when Cataloged:
November 20, 2008
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Record Link
AIP Format
K. Malone, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020107 (2008), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.4.020107).
AJP/PRST-PER
K. Malone, Correlations among knowledge structures, force concept inventory, and problem-solving behaviors, Phys. Rev. ST Phys. Educ. Res. 4 (2), 020107 (2008), <http://dx.doi.org/10.1103/PhysRevSTPER.4.020107>.
APA Format
Malone, K. (2008, November 20). Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Phys. Rev. ST Phys. Educ. Res., 4(2), 020107. Retrieved December 13, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.4.020107
Chicago Format
Malone, Kathy. "Correlations among knowledge structures, force concept inventory, and problem-solving behaviors." Phys. Rev. ST Phys. Educ. Res. 4, no. 2, (November 20, 2008): 020107, http://dx.doi.org/10.1103/PhysRevSTPER.4.020107 (accessed 13 December 2017).
MLA Format
Malone, Kathy. "Correlations among knowledge structures, force concept inventory, and problem-solving behaviors." Phys. Rev. ST Phys. Educ. Res. 4.2 (2008): 020107. 13 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.4.020107>.
BibTeX Export Format
@article{ Author = "Kathy Malone", Title = {Correlations among knowledge structures, force concept inventory, and problem-solving behaviors}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {4}, Number = {2}, Pages = {020107}, Month = {November}, Year = {2008} }
Refer Export Format

%A Kathy Malone
%T Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 2
%D November 20, 2008
%P 020107
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.020107
%O text/html

EndNote Export Format

%0 Journal Article
%A Malone, Kathy
%D November 20, 2008
%T Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 2
%P 020107
%8 November 20, 2008
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.020107


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