How can formulation of physics problems and exercises aid students in thinking about their results?

dc.creator	Josip Slisko
dc.date	2008-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:50Z
dc.date.available	2015-07-20T22:08:50Z
dc.identifier	1870-9095
dc.identifier	https://doaj.org/article/edae4d647e664655b5ae5c3e7881fd0b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12316
dc.description	It has recently became common that the authors of the physics textbooks describe, in general terms, the most importantsteps students have to follow in order to solve problems. The last step is usually a recommendation to “think about theresult” in order to find out if it is reasonable. Nevertheless, the standard formulation of exercises is such that “thinkingabout the result” is likely to be left out or, in the best scenario, it can be used only to fix students’ careless math errors.In fact, it seems that the physics textbook authors have on their minds precisely this role for the “thinking about theresult”. Even in the cases when the physical evaluation of the mathematically correct results is required explicitly, thestudents might not have the knowledge necessary to evaluate it in an appropriate way. In this article, a better way toformulate physics exercises is proposed. In such a formulation the evaluation of the result cannot be avoided.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Instituto Politécnico Nacional, Latin American Physics Education Network
dc.relation	http://journal.lapen.org.mx/may08/LAJPE%20167F%20Slisko.pdf
dc.relation	https://doaj.org/toc/1870-9095
dc.source	Latin-American Journal of Physics Education, Vol 2, Iss 2, Pp 137-142 (2008)
dc.subject	Physics problem solving
dc.subject	steps of expert
dc.subject	critical thinking
dc.subject	textbook errors
dc.subject	design of physics problem
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	How can formulation of physics problems and exercises aid students in thinking about their results?
dc.type	article