Epistemic games in substance characterization

2018 ◽  
Vol 19 (4) ◽  
pp. 1029-1054 ◽  
Author(s):  
Hannah Sevian ◽  
Steven Couture
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Cognitive Model ◽  
Physical Review ◽  
Educational Levels ◽  
Physics Students ◽  
Context Sensitive ◽  
Epistemic Games ◽  
Attention To Students ◽  
Sensitive Knowledge

Problem solving is lauded as beneficial, but students do not all learn well by solving problems. Using the resources framework, Tuminaro J., and Redish E. F., (2007), Elements of a cognitive model of physics problem solving: Epistemic games,Physical Review Special Topics-Physics Education Research,3(2), 020101 suggested that, for physics students, this puzzle may be partially understood by paying attention to underlying epistemological assumptions that constrain the approaches students take to solving problems while working on them. They developed an approach to characterizing epistemic games, which are context-sensitive knowledge elements concerning the nature of knowledge, knowing and learning. As there is evidence that context-activated knowledge influences problem solving by students in chemistry, we explored identifying epistemic games in students’ problem solving in chemistry. We interviewed 52 students spanning six courses from grade 8 through fourth-year university, each solving 4 problems. Using 16 contexts with substance characterization problems, we identified 5 epistemic games with ontological and structural stability that exist in two larger epistemological frames. All of these epistemic games are present at all educational levels, but some appear to grow in across educational levels as others recede. Some games also take lesser and greater precedence depending on the problem and the chemistry course in which students are enrolled and the context of the problem. We analyze these results through a frame of learning progressions, paying attention to students’ ideas and how these ideas are contextualized. Based on this analysis, we propose teaching acts that instructors may use to leverage the natural progressions of how students appear to grow in their capacity to solve 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 Student’s concept ability of Newton’s law based on verbal and visual test

2017 ◽  
Vol 1 (2) ◽  
pp. 162
Author(s):  
N. D. Setyani ◽  
Cari Cari ◽  
Suparmi Suparmi ◽  
J. Handhika
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Visual Test ◽  
Conceptual Problem ◽  
Incorrect Answer ◽  
Newton's Law ◽  
Newton’S Law ◽  
Newton’S Laws

<p class="Abstract">Newton’s law is a foundamental concept that needs to be studied and understood correctly. Concept presentation in different representation will help the student to understand the concept that being learned. Student’s ability to present Newton’s law in different representation indicate the quality of student’s concept ability. This research aims to describe student’s concept ability of Newton’s laws based on the student’s ability of verbal and visual (pictorial and graphical) problem solving. The method of this research  is qualitative with the sample of 71 students of physics education from IKIP PGRI Madiun (14 students) and Sebelas Maret University (57 students). The instrument used in this research were conceptual test and  interview. The result showed that more student provide incorrect answer to the physics conceptual problem. Percentage of the incorrect answer for First Newton’s law problem is 69 %, Second Newton’s law problem is 71 %, and Third Newton’s law problem is 76 %. The  students do not understand the language of physics correctly, they undergo incorrect physics concept, and so they only understand few physics concept of Newton’s law.</p>

scholarly journals Insight and Search in Katona’s Five-Square Problem

2014 ◽  
Vol 61 (4) ◽  
pp. 263-272 ◽  
Author(s):  
Michael Öllinger ◽  
Gary Jones ◽  
Günther Knoblich
Keyword(s):  
Problem Solving ◽  
Cognitive Model ◽  
Search Space ◽  
Problem Representation ◽  
Problem Space ◽  
Experimental Conditions ◽  
Insight Problem ◽  
Insight Problem Solving ◽  
Representational Change ◽  
Human Thinking

Insights are often productive outcomes of human thinking. We provide a cognitive model that explains insight problem solving by the interplay of problem space search and representational change, whereby the problem space is constrained or relaxed based on the problem representation. By introducing different experimental conditions that either constrained the initial search space or helped solvers to initiate a representational change, we investigated the interplay of problem space search and representational change in Katona’s five-square problem. Testing 168 participants, we demonstrated that independent hints relating to the initial search space and to representational change had little effect on solution rates. However, providing both hints caused a significant increase in solution rates. Our results show the interplay between problem space search and representational change in insight problem solving: The initial problem space can be so large that people fail to encounter impasse, but even when representational change is achieved the resulting problem space can still provide a major obstacle to finding the solution.

scholarly journals EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS

2018 ◽  
Vol 17 (5) ◽  
pp. 765-777
Author(s):  
Ademola Olatide Olaniyan ◽  
Nadaraj Govender
Keyword(s):  
High School ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Female Adolescent ◽  
Control Group ◽  
Learning Approaches ◽  
Target Task ◽  
Physics Students ◽  
High School Physics ◽  
Conventional Teaching

This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

scholarly journals Kepraktisan Bahan Ajar Statistika Pendidikan Fisika Bermuatan Model Cooperative Problem Solving

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Renol Afrizon ◽  
Wahyuni Satria Dewi
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Ease Of Use ◽  
Student Response ◽  
Teaching Materials ◽  
Cooperative Problem Solving ◽  
Problem Solving Model ◽  
Education Statistics ◽  
Addie Model ◽  
Level Of Thinking

The statistics of physics education are compulsory course with a lot of material descriptions so the lectures must be assisted by the use of teaching materials. The lectures of statistics of physics education that took place in the July-December 2017 semester illustrates that: 1) teaching materials are less attractive to students, 2) the assignments given are quite clear and sufficient in accordance with the level of thinking of students, 3) materials delivered by the lecturer is in accordance with the targets in the syllabus with some material is still abstract, 4) the lecture have been pursued in accordance with the syllabus but the methods used have not varied and 5) students learn material of statistic of physics education only from the lecturer explanation so that only a few students can answer statistical problems quickly and correctly. This indicates that it is need provided teaching materials with a cooperative problem solving model. The author has tried to design teaching materials of statistic of physics education with cooperative problem solving models with very valid criteria according to the assessment of six experts with educational qualifications of statistics and physics education. However, this teaching material has not been tested at normal conditions in the lectures so that the level of practicality has not been revealed. The aim of this study was to determine the practicality level of educational statistical teaching materials containing cooperative problem solving models according to users, namely lecturers and students who listed in the course. Type of research is research and devel-opment with the ADDIE model. The ADDIE model stands for Analyze, Design, Develop, Implement and Evaluation. This research is part of the Implementation stage where development products are implemented in real terms so that the level of practicality can be measured with indicators of ease of use, attractiveness and efficiency. Data collection used student response questionnaires and lecturer response questionnaires with a Likert scale. Data analysis used descriptive statistic analysis techniques. The results showed that teaching materials of physics education statistics had very practical criteria (lecturers opinion) and practical (students opinion). The conclusion of this study is the teaching materials of statistic of physics education with cooperative problem solving model has been practically used in lectures

Active Man Machine Interface for Advanced Rotorcraft

1993 ◽  
Vol 37 (15) ◽  
pp. 1032-1032
Author(s):  
Monica Z. Weiland ◽  
Brian A. Convery ◽  
Allen L. Zaklad ◽  
Wayne W. Zachary ◽  
Clarence A. Fry ◽  
...  
Keyword(s):  
Information Management ◽  
Cognitive Model ◽  
Software Tools ◽  
Cognitive Modelling ◽  
Context Sensitive ◽  
The Future ◽  
Modelling Methodology ◽  
Machine Interface ◽  
Man Machine Interface

The proliferation of digital avionic information presented to pilots has produced a critical need for intelligent avionic information management, particularly in the area of Caution, Warning, and Advisory (CWA) systems. This demonstration illustrates the role of an Active Man Machine Interface (AMMI) in the context of CWA systems in rotorcraft of the future. The basis of the AMMI's intelligence demonstrated here is provided by a cognitive model that 1) prunes the alert stream to only those messages that have meaning to the pilot depending on the tactical context, and 2) provide context-sensitive advice on the basis of the tactical context. The CWA AMMI is currently being designed using COGNET, an cognitive modelling methodology (Zachary, 1989), and implemented using BATON, a set of software tools used to implement and embed COGNET models into existing systems (Zachary et al, 1991).

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