Helping students become proficient problem solvers Part II: An example from waves

Abstract

Helping students become proficient problem-solvers is one of the primary goals of physics courses. In part 1 of this article, we summarized the vast research on problem-solving relevant for physics instruction, and here we discuss a concrete example of problem solving in the context of waves from introductory physics. The goal of this research was to investigate how drawing of diagrams affects students' problem-solving performance. An introductory class was broken up into three recitations which received different instructions related to diagrams on their weekly quizzes: one group was provided a diagram, another was asked to draw one, and the third was the comparison group which was given no instructions about diagrams. We find that students who were provided a diagram performed significantly worse than students in the other two groups. Furthermore, we find that irrespective of the condition, students who drew diagrams as part of the problem-solving process performed better overall despite primarily using a mathematical approach to solving the problem. Lastly, we conducted think-aloud interviews with students who solved the same problem to further understand their solution approaches as well as how drawing a diagram is useful even in situations where a primarily mathematical approach is used.

arXiv comment21 pages, 6 figures

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Cited by in corpus (3)

• Helping students become proficient problem solvers Part I: A brief review
• Using multiple representations to improve student understanding of quantum states
• What does it mean to think like a physicist? Insights from physics graduate students