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| Autor/in | Miller, Olivia Colleen |
|---|---|
| Titel | Measuring and Assessing Introductory Students' Physics Problem-Solving Ability |
| Quelle | (2023), (238 Seiten)
PDF als Volltext Ph.D. Dissertation, Harvard University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3796-1795-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Physics; Science Instruction; Problem Solving; Measurement Techniques; Undergraduate Students; Introductory Courses; Barriers; Computer Assisted Testing; Novices; Specialists; Science Achievement |
| Abstract | This dissertation investigates the complexities associated with developing expertise in physics problem-solving and the methods for measuring and assessing the skills involved. Problem-solving skills are critical in today's rapidly changing world, and thus, it is important to emphasize them in education. However, lacking precise methods for measuring problem-solving abilities makes it challenging to improve techniques used for teaching these skills. The goal of this dissertation is to broaden our understanding of problem-solving skills in introductory physics classrooms at the undergraduate level. We present four studies that investigate distinct aspects of physics problem-solving skills, each providing better insight into the obstacles students encounter in honing these skills. The first study focuses on the design and development of three computer-based problem-solving diagnostic instruments to measure respondents' problem-solving processes. From the first two surveys we investigate the novice-expert differences in the problem-solving process, which provide insight into the design and future analysis of the third problem-solving tool. This study also highlights the nonlinearity of problem-solving development, and the third survey will aim to investigate the difference in problem-solving ability in different educational settings. The second study explores the practices involved in solving a complex, authentic problem in physics and the effectiveness of worked examples in facilitating the learning of these problem-solving practices. While the results suggest that worked examples can help students adopt more effective problem-solving practices, this improvement does not result in successfully solving the problem. The next study we present investigates two analyses of student epistemologies while reflecting on solutions to physics problems. In the first analysis, we examine the strategies students use to check their answers, which provides insight into the factors that may influence student epistemology of student reflection. In the second analysis, we examine the epistemological framing associated with answer checking, revealing the differences in how students view solution reflection tasks by physics background. Finally, we present a study exploring how students engage in the metacognitive subcomponent of evaluation on their weekly homework assignments over a semester in an introductory physics course. We investigate the relationship between students' evaluation ability and their course performance as well as trends in evaluation strategies students use by the specific task. We further highlight the difference in evaluation ability by students' college concentration. From our findings on evaluation ability, we provide insights into how this problem-solving skill can be improved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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