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Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expertlike tasks. Here we analyze written responses to a pair of nonintuitive isomorphic problems given to introductory physics students and discussions with a subset of students about them. Students were asked to explain their reasoning for their written responses. We call the paired problems isomorphic because they require the same physics principle to solve them. However, the initial conditions are different, and the frictional force is responsible for increasing the linear speed of an object in one of the problems while it is responsible for decreasing the linear speed in the other problem. We categorize student responses and evaluate student performance within the context of their evolving expertise. We compare and contrast the patterns of student categorization for the two isomorphic problems. We discuss why certain incorrect responses were better than others and shed light on the evolution of students' expertise. We compare the performance of students who worked on both isomorphic problems with those who worked only on one of the problems to understand whether students recognized their underlying similarity and whether isomorphic pairs gave students additional insight into solving each problem.
Physical Review Special Topics - Physics Education Research: Volume 4, Issue 1, Pages 010104
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=7547">Singh, Chandralekha. "Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (March 28, 2008): 010104.</a>
AIP Format
C. Singh, , Phys. Rev. ST Phys. Educ. Res. 4 (1), 010104 (2008), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.4.010104).
AJP/PRST-PER
C. Singh, Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010104 (2008), <https://doi.org/10.1103/PhysRevSTPER.4.010104>.
APA Format
Singh, C. (2008, March 28). Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics. Phys. Rev. ST Phys. Educ. Res., 4(1), 010104. Retrieved November 10, 2024, from https://doi.org/10.1103/PhysRevSTPER.4.010104
Chicago Format
Singh, Chandralekha. "Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (March 28, 2008): 010104, https://doi.org/10.1103/PhysRevSTPER.4.010104 (accessed 10 November 2024).
MLA Format
Singh, Chandralekha. "Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics." Phys. Rev. ST Phys. Educ. Res. 4.1 (2008): 010104. 10 Nov. 2024 <https://doi.org/10.1103/PhysRevSTPER.4.010104>.
BibTeX Export Format
@article{
Author = "Chandralekha Singh",
Title = {Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {4},
Number = {1},
Pages = {010104},
Month = {March},
Year = {2008}
}
Refer Export Format
%A Chandralekha Singh %T Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %D March 28, 2008 %P 010104 %U https://doi.org/10.1103/PhysRevSTPER.4.010104 %O application/pdf
EndNote Export Format
%0 Journal Article %A Singh, Chandralekha %D March 28, 2008 %T Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %P 010104 %8 March 28, 2008 %@ 1554-9178 %U https://doi.org/10.1103/PhysRevSTPER.4.010104 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. |
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