Research Mentor(s)
Le, Thanh
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
Subjects – Topical (LCSH)
Power (Mechanics)--Study and teaching; Physics--Study and teaching; Adaptability (Psychology)
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
Included in
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.