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written by
Craig Ogilvie
Most students struggle when faced with complex and open-ended tasks because the strategies taught in schools and universities simply require ?nding and applying the correct formulae or strategy to answer wellstructured, algorithmic problems. For students to develop their ability to solve ill-structured problems, they must ?rst believe that standardized procedural approaches will not always be suf?cient for solving engineering and scienti?c challenges. In this paper we document the range of beliefs university students have about problem solving. Students enrolled in a physics course submitted a written re?ection both at the start and the end of the course on how they solve problems. We coded approximately 500 of these re?ections for the presence of different problem-solving approaches. At the start of the semester over 50% of the students mention in written re?ections that they use Rolodex equation matching, i.e., they solve problems by searching for equations that have the same variables as the knowns and unknowns. We then describe the extent to which students' beliefs about physics problem solving change by the end of a semester-long course that emphasized problem solving via context-rich, multifaceted problems. The frequency of strategies such as the Rolodex method reduces only slightly by the end of the semester. However, there is an increase in students describing more expansive strategies within their re?ections. In particular there is a large increase in describing the use of diagrams, and thinking about concepts ?rst.
Physical Review Special Topics - Physics Education Research: Volume 5, Issue 2, Pages 020102
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<a href="https://www.per-central.org/items/detail.cfm?ID=9808">Ogilvie, Craig. "Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (August 28, 2009): 020102.</a>
AIP Format
C. Ogilvie, , Phys. Rev. ST Phys. Educ. Res. 5 (2), 020102 (2009), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.5.020102).
AJP/PRST-PER
C. Ogilvie, Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems, Phys. Rev. ST Phys. Educ. Res. 5 (2), 020102 (2009), <https://doi.org/10.1103/PhysRevSTPER.5.020102>.
APA Format
Ogilvie, C. (2009, August 28). Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems. Phys. Rev. ST Phys. Educ. Res., 5(2), 020102. Retrieved December 14, 2024, from https://doi.org/10.1103/PhysRevSTPER.5.020102
Chicago Format
Ogilvie, Craig. "Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (August 28, 2009): 020102, https://doi.org/10.1103/PhysRevSTPER.5.020102 (accessed 14 December 2024).
MLA Format
Ogilvie, Craig. "Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems." Phys. Rev. ST Phys. Educ. Res. 5.2 (2009): 020102. 14 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.5.020102>.
BibTeX Export Format
@article{
Author = "Craig Ogilvie",
Title = {Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {5},
Number = {2},
Pages = {020102},
Month = {August},
Year = {2009}
}
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%A Craig Ogilvie %T Changes in students' problem-solving strategies in a course that includes context-rich, multifaceted problems %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %D August 28, 2009 %P 020102 %U https://doi.org/10.1103/PhysRevSTPER.5.020102 %O application/pdf
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%0 Journal Article %A Ogilvie, Craig %D August 28, 2009 %T Changes in students' problem-solving strategies in a course that includes context-rich, multifaceted problems %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %P 020102 %8 August 28, 2009 %U https://doi.org/10.1103/PhysRevSTPER.5.020102 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.
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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. This resource is stored in a shared folder. You must login to access shared folders. |
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