How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities

2009 ◽  
Vol 53 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Henk J. Pol ◽  
Egbert G. Harskamp ◽  
Cor J.M. Suhre ◽  
Martin J. Goedhart
Keyword(s):  
Problem Solving ◽  
Physics Problems

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

scholarly journals Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences

2019 ◽  
Vol 9 (3) ◽  
pp. 378 ◽  
Author(s):  
Nuri Balta ◽  
Mervi Asikainen
Keyword(s):  
Problem Solving ◽  
Small Sample ◽  
High Achievers ◽  
Achievement Level ◽  
Spring Semester ◽  
Sample Correlation ◽  
Students Attitudes ◽  
And Gender ◽  
Learn Physics ◽  
Physics Problems

Students’ attitudes and approaches to problem solving are claimed to be related to their ways they learn physics and to their success in solving physics problems. In this study, the Attitudes and Approaches to Problem Solving (AAPS) survey was used to reveal Turkish introductory university students’ attitudes and approaches to physics problem solving. The data were collected from 175 students, in the spring semester of 2015-2016 academic year, from an introductory physics course at a university in the Black See Region of Turkey. The analysis of the data was conducted by grouping the data by major, achievement level, and gender. They are no statistically significant differences between the averages of civil engineering and molecular biology majors or between male and female students. However, we obtained a small sample correlation of 0.22 between students’ attitudes and exam grades that suggests high achievers’ attitudes and approaches to physics problems are more expert-like than the attitudes and approaches of low achievers. Implications for problem solving strategies and directions for further research are discussed.

scholarly journals Analysis of the Ability of Junior High School Students to Solve the Physics Problems in Various Forms of Problem Representations

2020 ◽  
Vol 8 (1) ◽  
pp. 9
Author(s):  
I Wayan Gede Sutirta ◽  
Muslimin Muslimin ◽  
Marungkil Pasaribu
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Problem Representation ◽  
School Students ◽  
Problem Solving Skills ◽  
Physics Problems

This research is a descriptive study with a qualitative approach, which aims to describe the ability of junior high school students to solve physics problems in various forms of problem representation. The subjects in this study were the IX grade junior high school students in six Palu city schools. Respondents for interviews in the study amounted to 4 people for each form of problem representation, with the criteria of students who answered right, students who answered ± 50% correct, students who answered incorrectly, and who did not answer. The instrument used was a test of problem solving skills and interviews. The data obtained were analyzed qualitatively including data reduction, presenting data and verification while descriptive analysis was performed by calculating the total score, calculating the percentage and categorizing problem solving abilities. The results obtained by the average ability of junior high school students to solve physics problems in various forms of problem representation 21.86% (less category), with the percentage of each form of representation ie verbal representation 36.09% (less category), image/picture representation 23.78% (less category), diagram representation 19.47% (poor category) and graphic representation 8.10% (poor category).

scholarly journals Investigating the Purposes of Thought Experiments: Based on the Students’ Performance

2020 ◽  
Vol 9 (3) ◽  
pp. 351-360
Author(s):  
H. Bancong ◽  
J. Song
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Thought Experiments ◽  
Physics Teachers ◽  
Creative Ability ◽  
Detailed Explanation ◽  
Physics Problems

The objective of this study is to examine the students’ purposes in conducting thought experiments while solving physics problems. There were 12 pre- and in-service physics teachers as the participants in this study and divided into three groups with four students in each. Physics problem-solving activities were used as a context for observing students’ processes in doing TEs. The results of the data analysis showed that there were three types of purposes of the students in doing the TEs during physics problem-solving activities: prediction, verification, and explanation. Therefore, it can be concluded that in the context of problem-solving, students design and run thought experiments as a creative ability tool to (1) predict solutions to the problem, (2) verify whether their hypothesis is correct or incorrect, (3) provide a detailed explanation to their hypothesis. Based on this study, we discuss the differences and similarities in the purposes of scientists and students in doing thought experiments. The importance and implications of thought experiments for current and future physics teachers are also discussed in the last part of this study

scholarly journals Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

2021 ◽  
Vol 9 (3) ◽  
pp. 398
Author(s):  
Binar Kurnia Prahani ◽  
Wahyu Hari Kristiyanto ◽  
Joko Siswanto ◽  
Budiyono Saputro ◽  
Husni Mubarok
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
School Students ◽  
Thinking Process ◽  
And Gender ◽  
Senior High School Students ◽  
Physics Problems

This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender. 

Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems

2008 ◽  
Author(s):  
Raluca Teodorescu ◽  
Cornelius Bennhold ◽  
Gerald Feldman ◽  
Charles Henderson ◽  
Mel Sabella ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Introductory Physics ◽  
Physics Problems

scholarly journals The Profile of Students’ Physics Problem Solving Ability in Optical Instruments

2019 ◽  
Vol 5 (1) ◽  
pp. 29-40 ◽  
Author(s):  
AWAL MULIA REJEKI TUMANGGOR ◽  
Jumadi Jumadi ◽  
Insih Wilujeng ◽  
Ernila Siringo Ringo
Keyword(s):  
Problem Solving ◽  
Survey Research ◽  
Research Instrument ◽  
Student Difficulties ◽  
Optical Instruments ◽  
Eye Disorders ◽  
Innovative Learning ◽  
The Right ◽  
Physics Problems

This research aims to analyze the profile of students’ problem-solving ability in problems of optical instruments. This survey research involved 65 students class XI of MAN 3 Yogyakarta. The research instrument was in the form of 3 problem-solving questions in the form of a description. The results showed the percentage of students in the expert category was still relatively low at 30,7% and the students in the novice category were quite high at 69,3% so that students’ overall physics problem-solving abilities were relatively low. In this research, some student difficulties were still found, one of which was in determining the focus of the right lens for patients with eye disorders to use glasses and determine magnification when using a magnifying glass. Efforts to implement innovative learning are needed to improve problem-solving abilities in overcoming students’ physics problems.

scholarly journals Pengaruh Model Conceptual Understanding Procedures Terhadap Penguasaan Konsep dan Kemampuan Pemecahan Masalah Fisika Peserta Didik Kelas X SMAN 1 Gerung

2019 ◽  
Vol 5 (1) ◽  
pp. 182
Author(s):  
Nurul Hidayah ◽  
Hikmawati Hikmawati ◽  
Sutrio Sutrio
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mechanical Energy ◽  
Sampling Technique ◽  
Mean Value ◽  
Choice Test ◽  
Control Group ◽  
Restoring Force ◽  
Control Group Design ◽  
Physics Problems

Quasi experimental research with "non-equivalent control group design" aims to determine the effect of conceptual understanding procedures model on the mastery of concepts and ability to solve the physics problems of class X students SMAN 1 Gerung tahun 2017/2018. Population in this research is all students of class X MIPA SMAN 1 Gerung with sampling technique using purposive sampling, so selected class X MIPA 2 as experiment class and class X MIPA 5 as control class. Data collection of the mastery of concepts was performed using multiple choice test with mean score for experimental class of 72,96 and for control class equal to 63,29 and problem solving ability using essay test with mean value for experiment class was 56,30 and for the control class of 44.48. After the teaching, the mastery of the concepts of both classes increased, the second highest grade values occurred in the mechanical energy sub-material with the percentage of 69% in the experimental class and 66% in the control class whereas the second lowest grade occurred on the restoring force sub-material. Problem-solving abilities (PSAs) were 6 indicators, in the control class PSA-1 higher than the experimental class, while the PSA-2 through the PSA-6 experimental class was higher than the control class. The hypothesis of this study was tested by the test-t polled variance with a significant level of 5% and obtained t count of 4.65 for the mastery of concepts and t count of 3.50 for problem-solving abilities while the t table value of 1.99 means t count more great from t table. The results of this study indicate that there is influence conceptual understanding procedures model to the mastery of the concept and ability of solving physics problems of students class X SMAN 1 Gerung academic year 2017/2018.

scholarly journals Improving the physics problem solving and problem posing skills of prospective physics teachers

2019 ◽  
Vol 66 ◽  
pp. 01037
Author(s):  
Sema Çıldır
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Professional Lives ◽  
Physics Teachers ◽  
Semistructured Interviews ◽  
Evaluation Stage ◽  
Physics Problems

This study was conducted with the aim of providing awareness and skill to the prospective physics teachers in the areas problem posing and problem solving. In this study, which was carried out according to qualitative research methods, information was given about problem building and solving approaches, and then the process of transforming this knowledge into skills was examined. To this end, the prospective teachers were asked to solve at least two physics problems according to the Polya's problem solving steps and explain each step they applied in detail. In the same manner, they were asked to pose at least two physics problems and solve their own problems according to the Polya's problem solving steps in the problem posing stage. The process was continued through semistructured interviews and the opinions and suggestions of the prospective teachers were obtained at the end of the study. As a result of the study, it was determined that prospective teachers had difficulty in problem posing and they preferred to pose free problems, in the problem solving, they did not use techniques such as drawing, graphing etc. in the identification step of a problem, some prospective teachers could not perform the evaluation stage and these results were discussed with the prospective teachers. It was concluded that the prospective teachers wanted to use their problem posing and solving skills in their professional lives in order to reinforce the subject and to increase the motivation. In order to improve the creative problem solving and critical thinking skills of the prospective teachers, it is suggested that problem posing and solving skills should be included more in the curriculum.

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