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 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.

Investigating the Perceived Difficulty of Introductory Physics Problems

2010 ◽  
Author(s):  
Elizabeth Gire ◽  
N. Sanjay Rebello ◽  
Chandralekha Singh ◽  
Mel Sabella ◽  
Sanjay Rebello
Keyword(s):  
Introductory Physics ◽  
Perceived Difficulty ◽  
Physics Problems

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

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.

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

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
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