College - Author 1
College of Science and Mathematics
Department - Author 1
Physics Department
Degree Name - Author 1
BS in Physics
Date
7-2024
Primary Advisor
Laura Ríos, College of Science and Mathematics, Physics Department
Abstract/Summary
Problem-solving serves a crucial role in learning physics, as it is required that students absorb laws, principles, and concepts and arrange their understanding in a structure accessible for application. Further, these arrangements necessarily include methods and strategies gained from past experience, required for the implementation of these structures. Although tedious, problem-solving requires not only the arrangement of knowledge, but the construction and contemplation of models of physical phenomena. Research shows that while amateur problem-solvers typically approach problems by stringing together equations, experts will first look at the larger picture of the physical phenomena at hand, and through a “series of refinements”, they will move on to consider the problem mathematically.
In this study we found that when students encounter discrepancies, they struggle to make connections between observed physical phenomena and model discrepancies. The implications of these results are present in instruction, as it is necessary for instructors to acknowledge that not only do students struggle to change their models, but the ability to construct a cohesive mathematic model translates to misunderstanding of the physical phenomena at hand. Future research regarding the use of incorrect or incomplete models by students in problem-solving may illuminate a way to remedy misunderstandings in the data earlier in the problem-solving process, such that students are able to construct a working model before applying it to questions and problem-solving.
URL: https://digitalcommons.calpoly.edu/physsp/235