Beruflich Dokumente
Kultur Dokumente
Ken Heller
School of Physics and Astronomy
University of Minnesota
Details at http://groups.physics.umn.edu/physed/
Supported in part by Department of Education (FIPSE), NSF,
and the University of Minnesota
A Guide for Discussion
Problem Goals
• Why Solve Problems?
• What are Problems?
• Experts and Novices
Teaching Problem Solving?
• Modeling a Framework
• Coaching
• Supporting Real Problem Solving
Designing Problems
• What is ContextRich?
• Why?
Employment Private Gov’t High
Sector Labs Schools
Problem Solving
Interpersonal Skills
Technical Writing
Management Skills
Business Principles
Statistical Concepts
Knowledge of Physics
Advanced Mathematics
0 50 0 50 0 50
Percent Reporting Frequent Use
Survey of Physics Batchelors, 1994-AIP
Survey of Faculty in Majors Requiring Introductory Physics
Algebra-based Course (24 different majors) 1987
4.7 Basic principles behind all physics Highest Rated Goals
4.2 General qualitative problem solving skills scale 1 - 5
4.2 Overcome misconceptions about physical world
4.0 General quantitative problem solving skills
4.0 Apply physics topics covered to new situations
Calculus-based Course (88% engineering majors) 1993
4.5 Basic principles behind all physics
4.5 General qualitative problem solving skills
4.4 General quantitative problem solving skills
4.2 Apply physics topics covered to new situations
4.2 Use with confidence
External Representations
pictures, diagrams, mathematics
Working Backwards
step by step planning from desired result
Successive Approximations
range of applicability and evaluation
311941483526616430678538799514282739 random
106614921620177618121860194120002006 pattern
• Physics Misknowledge
– Incomplete (lack of a concept)
– Misunderstanding (weak misknowledge)
– Misconceptions (strong misknowledge)
Algebra-based Physics
(second of four tests - 1989)
Circled statements
from evaluator
Components of Course
Plan a solution
Can I use what I know
to get an answer?
Question:
Approach:
Students must be taught a problem solving
framework that does this explicitly
The Dilemma
Why change?
What Using Cooperative Groups
Does for Teaching Problem Solving
1. Following a logical problem
solving framework seems too
long and complex for most
students.
Cooperative-group problem
solving allows practice until the
framework becomes more
natural.
• denial
• anger
• bargaining
• depression
• acceptance
5 stages to a common traumatic event : Problem Solving!
DENIAL --- I don’t really have to do all that? Try it again my own way! And
again. Read the book or ask someone and then..., try again.
ANGER --- "%$@^##& professor!", "I shouldn’t have to take this course. I
should wait until someone else teaches it. This has nothing to do with what I
need." Crumple up the paper and throw it away! “These problems are tricky,
unclear, and just weird."
BARGAINING --- "Oh please help me pass. Can I do extra work for extra credit.
Just for once give us enough time to solve the problems.”
DEPRESSION --- “What am I going to do. I'm going to fail. I give up. I’ll never
be able to pass the course with this rotten professor. What's the use".
ACCEPTANCE --- "Ok. I really need to have a logical and organized process to
solve these problems. These problems really are the kind of thing I need to be able
to solve. I can actually use this technique in my other classes."
Why Group
Problem Solving
May
Not Work
1. Inappropriate Tasks
2. Inappropriate Grading
3. Poor structure and management of Groups
The Monotillation of Traxoline
(attributed to Judy Lanier)
It is very important that you learn about traxoline.
Traxoline is a new form of zionter. It is montilled in
Ceristanna. The Ceristannians gristerlate large
amounts of fevon and then brachter it to quasel
traxoline. Traxoline may well be one of our most
lukized snezlaus in the future because of our zionter
lescelidge.
Answer the following questions.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quasselled?
4. Why is it important to know about traxoline?
A Complex Process
The procedure is quite simple but you may have to go somewhere else if the
facilities are not adequate. Before the process begins, you form different
groups. Of course, one group may be sufficient depending on how much
there is to do.
Next you get started. Be careful, a mistake can be costly. It is important not
to overdo things. It is usually better to do too few things than too many.
This is especially important when issues of compatibility arise. At first, the
whole procedure might seem complicated since timing can be crucial. With
practice, it can all become routine.
After the procedure is completed, form groups again to complete the
process. This whole cycle will need to be repeated often.
The problems must be challenging enough so there is a real
advantage to using a problem solving framework.
X
ABSOLUTE SCALE
“If you win, I do NOT lose.”
Scaffolding 4 Grading Rubric for Students
PHYSICS 1201.200 Final Exam December 19, 2005
This is a closed book, closed notes quiz. Calculators are permitted. The ONLY
formulas that may be used are those given below. Define all symbols and justify all
mathematical expressions used. Make sure to state all of the assumptions used to solve
a problem. Credit will be given only for a logical and complete solution that is clearly
communicated with correct units. Partial credit will be given for a well communicated
problem solving strategy based on correct physics. MAKE SURE YOUR NAME, ID
#, SECTION #, and TAs NAME ARE ON EACH PAGE!! START EACH
PROBLEM ON A NEW PAGE. Each problem is worth 25 points: In the context
of a unified solution, partial credit will be awarded as follows: a useful picture,
defining the question, and giving your approach is worth 6 points; a complete
physics diagram defining the relevant quantities, identifying the target quantity,
and specifying the relevant equations with reasons is worth 6 points; planning the
solution by constructing the mathematics leading to an algebraic answer and
checking the units of that answer is worth 7 points; calculating a numerical value
with correct units is worth 3 points; and evaluating the validity of the answer is
worth 3 points. The 30 multiple choice questions are each worth 1.5 points.
Scaffolding 5 Control of Equations that are Allowed
One hour each Thursday – cooperative
RECITATION groups practice using problemsolving
SECTION framework to solve contextrich
problems. Peer coaching, TA coaching.
Two hours each week same groups
LABORATORY practice using framework to solve
concrete experimental problems. Same
TA. Peer coaching, TA coaching.
Friday lecture problemsolving quiz &
TESTS conceptual questions (2 problems, 10
multiple choice) (1 group problem in
previous discussion section) every 3 weeks.
Cognitive
c e t Apprenticeship
n en existin
f
e
lu pm Instruction
in elo f g
ev o
d INSTRUCTION
ideas
new filte Learning in the environment
r m give of expert practice
ean
ideas i
to ng • Why it is important
sights • How it is used
and • How is it related a person’s
sounds existing knowledge
model
coach
fade
Collins, Brown, & Newman (1990)
Scaffolding
Additional structure used to support the
construction of a complex structure.
Removed as the structure is built
R2 = 0.14
R2 = 0.20
http://groups.physics.umn.edu/physed/