Materials Similar to Physics Problem-Solvers on Why They Generate Unprompted Diagrams
- 61%: To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
- 50%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 49%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 49%: Comparing Unprompted and Prompted Student-Generated Diagrams
- 47%: A good diagram is valuable despite the choice of a mathematical approach to problem solving
- 45%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 39%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 38%: Representational task formats and problem solving strategies in kinematics and work
- 38%: Changes to equipotential diagrams to improve student ranking of electric potential
- 37%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
- 37%: Representation use and strategy choice in physics problem solving
- 37%: Comparing Physics and Math Problems
- 37%: Network Analysis of Students' Representation Use in Problem Solving
- 37%: Contextualizing problem-solving strategies in physics-intensive PhD research
- 37%: Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
- 36%: How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
- 35%: Do students use and understand free-body diagrams?
- 35%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
- 35%: To draw or not to draw? Examining the necessity of problem diagrams using massive open online course experiments
