Correlations among knowledge structures, force concept inventory, and problem-solving behaviors

dc.creator	Kathy L. Malone
dc.date	2008-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:15Z
dc.date.available	2015-07-20T22:17:15Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/c39ee5062f8e4928a28b833f43a6e659
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18928
dc.description	The modeling instruction pedagogy for the teaching of physics has been proven to be quite effective at increasing the conceptual understanding and problem-solving abilities of students to a much greater extent than that of nonmodeling students. Little research has been conducted concerning the cognitive and metacognitive skills that modeling students develop that allow for these increases. Two studies were designed to answer the following question: In what ways do the knowledge structures, metacognitive skills, and problem-solving abilities differ between modeling and nonmodeling students? In study 1, the knowledge structures developed by two groups of high school physics students taught using differing pedagogies (modeling instruction in physics and traditional methods) were determined using a card-sort task. The student’s knowledge structures were then correlated with the scores they obtained on two measures: the force concept inventory (FCI) and a problem-solving task (PS task) developed for this study. The modeling students had a more expertlike knowledge structure, while the nonmodeling students produced structures that were novicelike. In addition, the expert score correlated highly with performance on both the FCI and PS task scores demonstrating that a higher expert score predicted a higher value on each of these measures while a higher surface feature score predicted a lower score on both of these measures. In study 2, a verbal protocol design allowed for a detailed study of the problem-solving and metacognitive skills utilized by the two groups. It was determined that the skills utilized by the modeling instruction students were more expertlike. In addition, the modeling students produced significantly fewer physics errors while catching and repairing a greater percentage of their errors.
dc.language	English
dc.publisher	American Physical Society, APS
dc.relation	http://link.aps.org/doi/10.1103/PhysRevSTPER.4.020107
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 4, Iss 2 (2008)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
dc.type	article