An investigation of introductory physics students’
approaches to problem solving
Author -
Laura N Walsh*, Robert G. Howard, Brian Bowe
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Abstract
This paper outlines ongoing research investigating students’
approaches to quantitative and qualitative problem solving in physics.
This is an empirical study, which was conducted using a phenomenographic
approach to analyse and interpret data from individual semi-structured
interviews with students from introductory physics courses. The
result of the study thus far is a preliminary set of hierarchical
categories that describe the students’ problem-solving approaches
when faced with various physics problems. The findings from the
research presented here indicate that many introductory students
in higher education do not approach problem solving in a strategic
manner and many do not try to link or use their physics knowledge
in order to solve problems.
Introduction
In recent years two of the most significant drivers leading to
transformations in science education have been education research
and changes in student profile. The changes in student profile stem
from mass education, dramatic changes in information technology
and the decline of student numbers in science education (Institute
of Physics 2002). These factors have led science educators in
higher education to not only take a critical look at what is being
taught but also how this is being taught. Therefore in the last
thirty years the importance and need for science education research
has led to the development of many research groups and projects
undertaken to get a better understanding of how students learn and
how educators can help students learn and develop. Education research,
where the emphasis is on theory and practice, had already shown
the importance of student-centred and lifelong learning, which has
led to a paradigm shift in higher education. Science education research,
where the emphasis is on how students learn and develop understanding
was largely ignored among science educators for many years. In 2001
the School of Physics in the Dublin Institute of Technology set
up the Physics Education Research Group to carry out research to
inform curriculum development, teaching and assessment practices.
Physics education research of student understanding in physics
indicates that certain naïve conceptions about the physical
world are common among students entering higher-level education
(Clement 1982; McDermott
1991; Hake 1998; Knight
2002; McDermott and Redish
1999). Research also shows there is often little or no change
in conceptual understanding before and after formal instruction
and that students are unable to apply the concepts that they have
studied to the task of solving quantitative problems. It is widely
accepted that physics graduates are required to be adept problem-solvers
with the ability to conceptualise and transfer their understanding
and knowledge, but research has shown that many students are not
developing the necessary conceptual understanding (Van Heuvelen
1991). Some research has found that students cannot develop as problem-solvers
without first having the conceptual understanding (Hake
1998; Knight 2002). This
study set out to gain a better understanding of how students learn
physics, and how their knowledge impacts on their ability to solve
problems, and specifically to answer the following research questions.
• What are the various different ways in which introductory
physics students approach problem solving?
• How does conceptual knowledge affect their approach and
ability in solving qualitative and quantitative problems?
This will in turn inform teaching and assessment practices in order
to improve students’ learning and problem-solving abilities
leading to better problem-solvers who can organise their knowledge
in a coherent manner and transfer their understanding to solve ‘real
world’ and more complex problems.
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