Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning
arXiv:1605.00025 · doi:10.1119/1.4947159
Abstract
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.6 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 which 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.
arXiv comment5 pages, Keywords: physics education research, collaborative learning, peer interaction, guided reflection, problem solving skills, physics learning, pedagogy, teaching. arXiv admin note: substantial text overlap with arXiv:1602.05628
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- Holistic framework to help students learn effectively from research-validated self-paced learning tools
- Peer interaction facilitates co-construction of knowledge in quantum mechanics
- Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence
- Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism
- Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
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- Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes
- How often does unguided peer interaction lead to correct response consensus? An example from Conceptual Survey of Electricity and Magnetism
- Using Unguided Peer Collaboration to Facilitate Early Educators' Pedagogical Development: An Example from Physics TA Training
- Introductory Physics Students in Algebra-based Courses Who Typically Worked Alone or in Groups: Insights from Gender-Based Analysis before and during COVID-19