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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 Foundations
- Cognition
- Problem Solving
= Expert-Novice Comparisons
Education Practices
- Active Learning
= Modeling
- High School
- Lower Undergraduate
- Reference Material
= Article
Appropriate Courses Categories Ratings
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Activity
- New teachers
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Intended User:
Educator
Format:
application/pdf
Access Rights:
Free access
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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
Other Collections:

ComPADRE is beta testing Citation Styles!

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 October 21, 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 21 October 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. 21 Oct. 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.

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