PERC 2019 Abstract Detail Page
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| Abstract Title: | Improving Problem-solving Through Reflective Training |
|---|---|
| Abstract: | Effective science and engineering education goes beyond teaching content knowledge, and encompasses training problem-solvers who can use their knowledge in practice to solve complex problems. While over the past decade, the science and engineering education community (NRC 2012, NGSS) has acknowledged the significance of training good scientific problem-solvers, there remain essential questions to be addressed: "What are the characteristics of good scientific problem-solving?", and "how should we teach scientific problem-solving?" In a series of studies, we have addressed these two questions. In our previous works, we have identified major problem-solving practices used in solving complex problems. Based on the identified practices, we have designed a problem-solving training program, called reflective problem-solving. In this talk, we will describe the reflective training, and show that: 1) this training indeed improved students' problem-solving; 2) this improvement transcended specific content area, and students' problem-solving improved in a content area different than the content area of their training; and 3) the improvement resulted from the reflective training exceeded the improvement resulted from the standard educational setting of attempting multiple problems and receiving feedback only about the accuracy of their answers. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Understanding and assessing problem-solving in introductory physics |
| Session Time: | Parallel Sessions Cluster III |
| Room: | Cascade A |
Author/Organizer Information | |
| Primary Contact: |
Shima Salehi Stanford University |
