ERIC Number: ED463978
Record Type: RIE
Publication Date: 2002
Inductive Influence of Related Quantitative and Conceptual Problems.
Dukes, Phillip; Pritchard, David E.; Morote, Elsa-Sofia
This paper addresses two questions: "Does conceptual understanding help students solve related quantitative problems?" and "Does working through a quantitative problem help students understand the concepts involved?" A class of approximately 100 students was split into two equally skillful groups, A and B. Group A was administered a tutorial electronic program that led over 90% of students to the correct answer. Group B was administered the same problems in reverse order. Working through a conceptual problem first had little effect on students' ability to solve a related quantitative problem. Conversely, results suggest that working first through a quantitative problem improved students' ability to solve the subsequent conceptual problem. (Contains 15 references.) (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 6-10, 2002).