Exploring the connection between problem solving and conceptual understanding in Physics

This study probes whether problem solving ability is indicative of an understanding of the concepts underlying problem solutions. Low-performing students enrolled in an introductory mechanics course for scientists and engineers viewed an animated-narrated solution to a difficult problem in angular d...

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Autores principales: Morphew, Jason W., Mestre, José P.
Formato: Artículo revista
Lenguaje:Español
Inglés
Publicado: Asociación de Profesores de Física de la Argentina 2018
Materias:
Ejemplos resueltos
Resolución de problemas
Comprensión conceptual
Worked examples
Problem-solving
Conceptual understanding
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-22738
record_format ojs
spelling I10-R316-article-227382024-03-04T21:50:33Z Exploring the connection between problem solving and conceptual understanding in Physics Explorando la conexión entre la resolución de problemas y la comprensión de conceptos en física Morphew, Jason W. Mestre, José P. Ejemplos resueltos Resolución de problemas Comprensión conceptual Worked examples Problem-solving Conceptual understanding This study probes whether problem solving ability is indicative of an understanding of the concepts underlying problem solutions. Low-performing students enrolled in an introductory mechanics course for scientists and engineers viewed an animated-narrated solution to a difficult problem in angular dynamics as preparation for an upcoming midterm exam. Immediately after viewing the solution, the students attempted to solve an isomorphic calculation-based problem and a conceptual question that probed whether students understood the concepts underlying the solution to the calculation-based problem. We found that ability to solve the calculation-based problem did not correlate with conceptual understanding. This suggests that, at least for low-performing students, problem solving and conceptual understanding in physics are different types of knowledge that develop independently, and as such, instruction should focus on the development of both types of knowledge rather than assuming that proficiency in solving complicated problems is indicative of conceptual understanding. Este estudio indaga si la habilidad de resolución de problemas es indicativa de la comprensión de los conceptos que subyacen a la solución del problema. Un grupo de estudiantes, de bajo desempeño académico, vieron una solución animada/narrada a un problema de dificultad considerable que trataba sobre dinámica angular. Esto ocurrió como parte de una preparación para un examen parcial en el contexto del curso de mecánica introductoria para científicos e ingenieros en el cual estaban inscriptos. Inmediatamente después de ver la solución narrada, los estudiantes intentaban resolver un problema que requería cálculos, pero isomorfo al del ejemplo. También respondían una pregunta conceptual que indagaba sobre cuánto habían entendido de los conceptos que subyacían a los cálculos. Se encontró que la habilidad para resolver el problema de cálculo no correlaciona con la comprensión conceptual. Esto sugiere que, el menos para estudiantes de bajo desempeño, la resolución de problemas y la comprensión conceptual en física constituyen distintos tipos de conocimiento que se desarrollan de manera independiente, y así, la instrucción debería enfocarse en el desarrollo de ambos tipos de conocimiento en lugar de dar por sentado que la habilidad para resolver problemas complicados es indicativa de la comprensión conceptual. Asociación de Profesores de Física de la Argentina 2018-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf text/html text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738 10.55767/2451.6007.v30.n2.22738 Journal of Physics Teaching; Vol. 30 No. 2 (2018): July - December; 75-85 Revista de Enseñanza de la Física; Vol. 30 Núm. 2 (2018): Julio - Diciembre; 75-85 Revista de Enseñanza de la Física; v. 30 n. 2 (2018): Julho - Dezembro; 75-85 2250-6101 0326-7091 spa eng https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738/22348 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738/22349 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738/22368 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738/22369 Derechos de autor 2018 Jason W. Morphew, José P. Mestre http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
Inglés
format Artículo revista
topic Ejemplos resueltos
Resolución de problemas
Comprensión conceptual
Worked examples
Problem-solving
Conceptual understanding
spellingShingle Ejemplos resueltos
Resolución de problemas
Comprensión conceptual
Worked examples
Problem-solving
Conceptual understanding
Morphew, Jason W.
Mestre, José P.
Exploring the connection between problem solving and conceptual understanding in Physics
topic_facet Ejemplos resueltos
Resolución de problemas
Comprensión conceptual
Worked examples
Problem-solving
Conceptual understanding
author Morphew, Jason W.
Mestre, José P.
author_facet Morphew, Jason W.
Mestre, José P.
author_sort Morphew, Jason W.
title Exploring the connection between problem solving and conceptual understanding in Physics
title_short Exploring the connection between problem solving and conceptual understanding in Physics
title_full Exploring the connection between problem solving and conceptual understanding in Physics
title_fullStr Exploring the connection between problem solving and conceptual understanding in Physics
title_full_unstemmed Exploring the connection between problem solving and conceptual understanding in Physics
title_sort exploring the connection between problem solving and conceptual understanding in physics
description This study probes whether problem solving ability is indicative of an understanding of the concepts underlying problem solutions. Low-performing students enrolled in an introductory mechanics course for scientists and engineers viewed an animated-narrated solution to a difficult problem in angular dynamics as preparation for an upcoming midterm exam. Immediately after viewing the solution, the students attempted to solve an isomorphic calculation-based problem and a conceptual question that probed whether students understood the concepts underlying the solution to the calculation-based problem. We found that ability to solve the calculation-based problem did not correlate with conceptual understanding. This suggests that, at least for low-performing students, problem solving and conceptual understanding in physics are different types of knowledge that develop independently, and as such, instruction should focus on the development of both types of knowledge rather than assuming that proficiency in solving complicated problems is indicative of conceptual understanding.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2018
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22738
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last_indexed 2024-09-03T20:39:15Z
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