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Physical Review Special Topics - Physics Education Research
written by Patrick B. Kohl , David Rosengrant, and Noah D. Finkelstein
Good use of multiple representations is considered key to learning physics, and so there is considerable motivation both to learn how students use multiple representations when solving problems and to learn how best to teach problem solving using multiple representations. In this study of two large-lecture algebra-based physics courses at the University of Colorado (CU) and Rutgers, the State University of New Jersey, we address both issues. Students in each of the two courses solved five common electrostatics problems of varying difficulty, and we examine their solutions to clarify the relationship between multiple representation use and performance on problems involving free-body diagrams. We also compare our data across the courses, since the two physics-education-research-based courses take substantially different approaches to teaching the use of multiple representations. The course at Rutgers takes a strongly directed approach, emphasizing specific heuristics and problem-solving strategies. The course at CU takes a weakly directed approach, modeling good problem solving without teaching a specific strategy. We find that, in both courses, students make extensive use of multiple representations, and that this use (when both complete and correct) is associated with significantly increased performance. Some minor differences in representation use exist, and are consistent with the types of instruction given. Most significant are the strong and broad similarities in the results, suggesting that either instructional approach or a combination thereof can be useful for helping students learn to use multiple representations for problem solving and concept development.
Subjects ADS Supplements Resource Types
Education - Basic Research
- Learning Theory
= Representations
- Problem Solving
Electricity & Magnetism
- Electrostatics
- Reference Material
= Research study
PER-Central Type Levels Ratings
- PER Literature
- Lower Undergraduate
- Graduate/Professional
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Intended User:
Researcher
Formats:
application/pdf
text/html
Access Rights:
Limited free access
Personal use only, all commercial or other reuse prohibited
Restriction:
© 2007 The American Physical Society
DOI:
10.1103/PhysRevSTPER.3.010108
NSF Numbers:
0241078
0336713
PACS:
01.40.Fk
Keywords:
concept development, modeling, multiple representations, problem solving, problem solving strategies
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
July 13, 2013 by Lyle Barbato
Last Update
when Cataloged:
June 12, 2007
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AIP Format
P. Kohl, D. Rosengrant, and N. Finkelstein, , Phys. Rev. ST Phys. Educ. Res. 3 (1), 010108 (2007), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.3.010108).
AJP/PRST-PER
P. Kohl, D. Rosengrant, and N. Finkelstein, Strongly and weakly directed approaches to teaching multiple representation use in physics, Phys. Rev. ST Phys. Educ. Res. 3 (1), 010108 (2007), <https://doi.org/10.1103/PhysRevSTPER.3.010108>.
APA Format
Kohl, P., Rosengrant, D., & Finkelstein, N. (2007, June 12). Strongly and weakly directed approaches to teaching multiple representation use in physics. Phys. Rev. ST Phys. Educ. Res., 3(1), 010108. Retrieved March 26, 2023, from https://doi.org/10.1103/PhysRevSTPER.3.010108
Chicago Format
Kohl, P, D. Rosengrant, and N. Finkelstein. "Strongly and weakly directed approaches to teaching multiple representation use in physics." Phys. Rev. ST Phys. Educ. Res. 3, no. 1, (June 12, 2007): 010108, https://doi.org/10.1103/PhysRevSTPER.3.010108 (accessed 26 March 2023).
MLA Format
Kohl, Patrick B., David Rosengrant, and Noah Finkelstein. "Strongly and weakly directed approaches to teaching multiple representation use in physics." Phys. Rev. ST Phys. Educ. Res. 3.1 (2007): 010108. 26 Mar. 2023 <https://doi.org/10.1103/PhysRevSTPER.3.010108>.
BibTeX Export Format
@article{ Author = "Patrick B. Kohl and David Rosengrant and Noah Finkelstein", Title = {Strongly and weakly directed approaches to teaching multiple representation use in physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {3}, Number = {1}, Pages = {010108}, Month = {June}, Year = {2007} }
Refer Export Format

%A Patrick B. Kohl %A David Rosengrant %A Noah Finkelstein %T Strongly and weakly directed approaches to teaching multiple representation use in physics %J Phys. Rev. ST Phys. Educ. Res. %V 3 %N 1 %D June 12, 2007 %P 010108 %U https://doi.org/10.1103/PhysRevSTPER.3.010108 %O application/pdf

EndNote Export Format

%0 Journal Article %A Kohl, Patrick B. %A Rosengrant, David %A Finkelstein, Noah %D June 12, 2007 %T Strongly and weakly directed approaches to teaching multiple representation use in physics %J Phys. Rev. ST Phys. Educ. Res. %V 3 %N 1 %P 010108 %8 June 12, 2007 %U https://doi.org/10.1103/PhysRevSTPER.3.010108


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Strongly and weakly directed approaches to teaching multiple representation use in physics:

Is Supplemented By http://dx.doi.org/10.1103/PhysRevSTPER.3.019901

Publisher's Note

relation by Lyle Barbato
Is Supplemented By http://dx.doi.org/10.1103/PhysRevSTPER.3.029901

Publisher's Note

relation by Lyle Barbato

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