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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 - 2
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
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Educator
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application/pdf
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© 2007 Illinois State University Physics Department
Record Cloner:
Metadata instance created July 31, 2019 by Bruce Mason
Record Updated:
August 19, 2020 by Bruce Mason
Last Update
when Cataloged:
February 1, 2007
Other Collections:

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Record Link
AIP Format
K. Malone, , Journal of Physics Teacher Education Online, Report No. 4 - 2, 2007, WWW Document, (http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3).
AJP/PRST-PER
K. Malone, The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II, Journal of Physics Teacher Education Online, Report No. 4 - 2, 2007, <http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3>.
APA Format
Malone, K. (2007). The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II (Report No. 4 - 2). Retrieved December 5, 2024, from http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3
Chicago Format
Malone, Kathy. "The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II." In Journal of Physics Teacher Education Online, 3 - 15. 2007. http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3 (accessed 5 December 2024).
MLA Format
Malone, Kathy. The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II. 2007. 5 Dec. 2024 <http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3>.
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 II}, Number = {4 - 2}, Month = {February}, Year = {2007} }
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 II %R 4 - 2 %S Journal of Physics Teacher Education Online %D February 1, 2007 %P 3 - 15 %U http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3 %O application/pdf

EndNote Export Format

%0 Report %A Malone, Kathy %D February 1, 2007 %T The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II %N 4 - 2 %P 3 - 15 %8 February 1, 2007 %@ 4 - 2 %U http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3


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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.

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