dorsal/arxiv
View SchemaUnderstanding Student Pathways in Context-rich Problems
| Authors | Pavlo D. Antonenko, John Jackman, Piyamart Kumsaikaew, Rahul R. Marathe, Dale S. Niederhauser, C. A. Ogilvie, Sarah M. Ryan |
|---|---|
| Categories | |
| ArXiv ID | physics/0701284 |
| URL | https://arxiv.org/abs/physics/0701284 |
Abstract
In this paper we investigate the extent to which students' problem-solving behaviors change as a result of working on multi-faceted, context-rich problems. During the semester, groups of two to three students work on several problems that require more than one concept and hence cannot be readily solved with simple plug-and-chug strategies. The problems are presented to students in a data-rich, online problem-solving environment that tracks which information items are selected by students as they attempt to solve the problem. The students also complete a variety of tasks, such as entering their qualitative analysis into an online form. Students are not constrained to complete these tasks in any order. As they gain more experience in solving multifaceted physics problems, the student groups show some progression towards expert-like behavior: earlier qualitative analysis and more selective requests for information. However, there is room for more improvement as approximately half of the groups still complete the qualitative analysis task towards the end of the solution instead of earlier when it would be most useful to their work.
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"abstract": "In this paper we investigate the extent to which students\u0027 problem-solving\nbehaviors change as a result of working on multi-faceted, context-rich\nproblems. During the semester, groups of two to three students work on several\nproblems that require more than one concept and hence cannot be readily solved\nwith simple plug-and-chug strategies. The problems are presented to students in\na data-rich, online problem-solving environment that tracks which information\nitems are selected by students as they attempt to solve the problem. The\nstudents also complete a variety of tasks, such as entering their qualitative\nanalysis into an online form. Students are not constrained to complete these\ntasks in any order. As they gain more experience in solving multifaceted\nphysics problems, the student groups show some progression towards expert-like\nbehavior: earlier qualitative analysis and more selective requests for\ninformation. However, there is room for more improvement as approximately half\nof the groups still complete the qualitative analysis task towards the end of\nthe solution instead of earlier when it would be most useful to their work.",
"arxiv_id": "physics/0701284",
"authors": [
"Pavlo D. Antonenko",
"John Jackman",
"Piyamart Kumsaikaew",
"Rahul R. Marathe",
"Dale S. Niederhauser",
"C. A. Ogilvie",
"Sarah M. Ryan"
],
"categories": [
"physics.ed-ph"
],
"title": "Understanding Student Pathways in Context-rich Problems",
"url": "https://arxiv.org/abs/physics/0701284"
},
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