Conference Proceedings Detail Page
|
How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
Current step-by-step, problem-solving frameworks have been shown to improve aspects of students' problem solving. However, conceptual problem-solving shortcuts that break from these frameworks may demonstrate adaptive problem solving. Following an approach from Heckler [1], we show that prompting introductory physics students to complete a common initial step of these frameworks ("draw a free-body diagram") before solving force problems decreases the use of conceptual shortcuts and increases reproduction of standard procedures. Extending this paradigm, students were then asked to evaluate a sample informal solution for a force problem. When the problem text included a diagram prompt, students rated the informal solution less favorably, commenting that the solution was not formal enough. These results imply that the prompt to draw a diagram not only cues procedural problem-solving approaches, but also may push students away from informal approaches that demonstrate problem-solving expertise.
Physics Education Research Conference 2015
Part of the PER Conference series College Park, MD: July 29-30, 2015 Pages 183-186
ComPADRE is beta testing Citation Styles!
Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13866">Kuo, E, N. Hallinen, and L. Conlin. "How prompting force diagrams discourages student use of adaptive problem-solving shortcuts." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015.</a>
AIP Format
E. Kuo, N. Hallinen, and L. Conlin, , presented at the Physics Education Research Conference 2015, College Park, MD, 2015, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284).
AJP/PRST-PER
E. Kuo, N. Hallinen, and L. Conlin, How prompting force diagrams discourages student use of adaptive problem-solving shortcuts, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284>.
APA Format
Kuo, E., Hallinen, N., & Conlin, L. (2015, July 29-30). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. Paper presented at Physics Education Research Conference 2015, College Park, MD. Retrieved December 10, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284
Chicago Format
Kuo, E, N. Hallinen, and L. Conlin. "How prompting force diagrams discourages student use of adaptive problem-solving shortcuts." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284 (accessed 10 December 2024).
MLA Format
Kuo, Eric, Nicole Hallinen, and Luke Conlin. "How prompting force diagrams discourages student use of adaptive problem-solving shortcuts." Physics Education Research Conference 2015. College Park, MD: 2015. 183-186 of PER Conference. 10 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284>.
BibTeX Export Format
@inproceedings{
Author = "Eric Kuo and Nicole Hallinen and Luke Conlin",
Title = {How prompting force diagrams discourages student use of adaptive problem-solving shortcuts},
BookTitle = {Physics Education Research Conference 2015},
Pages = {183-186},
Address = {College Park, MD},
Series = {PER Conference},
Month = {July 29-30},
Year = {2015}
}
Refer Export Format
%A Eric Kuo %A Nicole Hallinen %A Luke Conlin %T How prompting force diagrams discourages student use of adaptive problem-solving shortcuts %S PER Conference %D July 29-30 2015 %P 183-186 %C College Park, MD %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284 %O Physics Education Research Conference 2015 %O July 29-30 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Kuo, Eric %A Hallinen, Nicole %A Conlin, Luke %D July 29-30 2015 %T How prompting force diagrams discourages student use of adaptive problem-solving shortcuts %B Physics Education Research Conference 2015 %C College Park, MD %P 183-186 %S PER Conference %8 July 29-30 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13866&DocID=4284 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. How prompting force diagrams discourages student use of adaptive problem-solving shortcuts:Know of another related resource? Login to relate this resource to it. |
ContributeRelated MaterialsSimilar Materials |
Save to my folders
