Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

• Andrew J. Mason ^[2] ; Chandralekha Singh ^[1]
  1. [1] University of Pittsburgh

     University of Pittsburgh

     City of Pittsburgh, Estados Unidos

     
  2. [2] University of Central Arkansa
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 54, Nº. 5, 2016, págs. 295-299
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.