Research Mentor(s)

Thanh Le

Description

An important goal of physics instruction is to help students become adaptive problem solvers so that they can approach a wide range of situations. One aspect of adaptive problem solving is strategy flexibility — knowing multiple ways to approach a problem and choosing the most appropriate approach. In this study, we examine the role of meta strategic judgements in students’ application of strategy flexibility. Specifically, we study students’ meta-strategic judgements when choosing a system with which to apply the work-energy principle to various scenarios. College students enrolled in an introductory mechanics course were interviewed about their rationales for their system choices and asked to compare different options. Preliminary results will be analyzed to determine the cues students use to make decisions and to determine whether there is evidence that students implement strategy flexibility in their problem-solving process.

Document Type

Event

Start Date

15-5-2019 9:00 AM

End Date

15-5-2019 5:00 PM

Location

Carver Gym (Bellingham, Wash.)

Department

Physics/Astronomy

Genre/Form

student projects, posters

Type

Image

Keywords

Strategy-flexibility, work-energy principle, physics education

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

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May 15th, 9:00 AM May 15th, 5:00 PM

Strategy Flexibility: choosing different systems to apply the work energy principle

Carver Gym (Bellingham, Wash.)

An important goal of physics instruction is to help students become adaptive problem solvers so that they can approach a wide range of situations. One aspect of adaptive problem solving is strategy flexibility — knowing multiple ways to approach a problem and choosing the most appropriate approach. In this study, we examine the role of meta strategic judgements in students’ application of strategy flexibility. Specifically, we study students’ meta-strategic judgements when choosing a system with which to apply the work-energy principle to various scenarios. College students enrolled in an introductory mechanics course were interviewed about their rationales for their system choices and asked to compare different options. Preliminary results will be analyzed to determine the cues students use to make decisions and to determine whether there is evidence that students implement strategy flexibility in their problem-solving process.

 

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