home - login - register

Journal Article Detail Page

Physical Review Physics Education Research
written by Vegard Gjerde, Bodil Holst, and Stein Danken Kolstø
Available Languages: English, Norwegian
Introductory mechanics is an obligatory course for many disciplines outside of physics and the failure rate is often high. Even the students who pass the course often fail to achieve the main learning goal: The conceptual knowledge required for modeling situations with physics principles. In many cases, this is due to inefficient learning strategies. However, little work has been done on the integration of learning strategies into physics courses. Here we present a study where we integrated three established learning strategies into the teaching of an introductory mechanics course: elaborative encoding, retrieval practice, and self-explanation. We also developed three scaffolding tools to facilitate the integration of the strategies: elaborative encoding questions, a hierarchical principle structure, and a problem-solution structure with emphasis on physics modeling. The overarching aim of this study is to use students' experience-based reflections to find ways to improve the integration of the learning strategies. To fulfill this aim, we seek answers to the following three interrelated research questions: (i) What are the students' experiences and associated reflections with the learning strategies and tools? (ii) How do the students' experiences and reflections align with established theory on the learning strategies? (iii) What main barriers to effective implementation of the learning strategies may be hypothesized? To answer these questions, we did semi-structured research interviews with 12 students. Through the thematic analysis, we found that retrieval practice was used extensively while self-explanation and elaborative encoding was partly or wholly ignored. The analysis, together with theoretical considerations, indicates that successful implementation of elaborative encoding is critical for maximizing the benefits from retrieval practice in physics. We also present some promising findings on use of two of the tools.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010124
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
General Physics
- Physics Education Research
- Lower Undergraduate
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Administrators
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010124
Keywords:
cognitive hierarchy, cognitive theory, knowledge integration, memory encoding, memory retrieval, modeling, retrieval practice
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
March 23, 2022 by Caroline Hall
Last Update
when Cataloged:
April 14, 2021
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
V. Gjerde, B. Holst, and S. Kolstø, , Phys. Rev. Phys. Educ. Res. 17 (1), 010124 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010124).
AJP/PRST-PER
V. Gjerde, B. Holst, and S. Kolstø, Integrating effective learning strategies in basic physics lectures: A thematic analysis, Phys. Rev. Phys. Educ. Res. 17 (1), 010124 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010124>.
APA Format
Gjerde, V., Holst, B., & Kolstø, S. (2021, April 14). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Phys. Rev. Phys. Educ. Res., 17(1), 010124. Retrieved June 13, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010124
Chicago Format
Gjerde, V, B. Holst, and S. Kolstø. "Integrating effective learning strategies in basic physics lectures: A thematic analysis." Phys. Rev. Phys. Educ. Res. 17, no. 1, (April 14, 2021): 010124, https://doi.org/10.1103/PhysRevPhysEducRes.17.010124 (accessed 13 June 2024).
MLA Format
Gjerde, Vegard, Bodil Holst, and Stein Danken Kolstø. "Integrating effective learning strategies in basic physics lectures: A thematic analysis." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010124. 13 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010124>.
BibTeX Export Format
@article{ Author = "Vegard Gjerde and Bodil Holst and Stein Danken Kolstø", Title = {Integrating effective learning strategies in basic physics lectures: A thematic analysis}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010124}, Month = {April}, Year = {2021} }
Refer Export Format

%A Vegard Gjerde %A Bodil Holst %A Stein Danken Kolstø %T Integrating effective learning strategies in basic physics lectures: A thematic analysis %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D April 14, 2021 %P 010124 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010124 %O application/pdf

EndNote Export Format

%0 Journal Article %A Gjerde, Vegard %A Holst, Bodil %A Kolstø, Stein Danken %D April 14, 2021 %T Integrating effective learning strategies in basic physics lectures: A thematic analysis %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010124 %8 April 14, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010124


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.

Save to my folders

Contribute

Similar Materials