NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100304
Record Type: Journal
Publication Date: 2016-May
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0031-921X
Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning
Mason, Andrew J.; Singh, Chandralekha
Physics Teacher, v54 n5 p295-299 May 2016
Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem. But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study that suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A