Assessing Student Expertise in Introductory Physics with Isomorphic Problems, Part I: Performance on Non-intuitive Problem Pair from Introductory Physics
Chandralekha Singh
备注：
9 pages, PACS: 01.40Fk,01.40.gb,01.40G-,1.30.Rr, Keywords: Physics Education Research, problem solving, epxertise, isomorphic problems, analogy, transfer
发表信息：
Physical Review Special Topics Physics Education Research 4, 010104(1-9), (2008)
Investigations related to expertise in problem solving and ability to transfer learning from one context to another are important for developing strategies to help students perform more expert-like tasks. Here we analyze written responses to a pair of non-intuitive isomorphic problems given to introductory physics students and discussions with a subset of students about them. Students were asked to explain their reasoning for their written responses. We call the paired problems isomorphic because they require the same physics principle to solve them. However, the initial conditions are different and the frictional force is responsible for increasing the linear speed of an object in one of the problems while it is responsible for decreasing the linear speed in the other problem. We categorize student responses and evaluate student performance within the context of their evolving expertise. We compare and contrast the patterns of student categorization for the two isomorphic problems. We discuss why certain incorrect responses were better than others and shed light on the evolution of students' expertise. We compare the performance of students who worked on both isomorphic problems with those who worked only on one of the problems to understand whether students recognized their underlying similarity and whether isomorphic pairs gave students additional insight in solving each problem.
Assessing Student Expertise in Introductory Physics with Isomorphic Problems, Part II: Effect of Some Potential Factors on Problem Solving and Transfer
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Center for Advanced Systems Understanding, Helmholtz-Zentrum Dresden-Rossendorf（德累斯顿-罗森多夫亥姆霍兹中心高级系统理解中心）；University of Mount Union（芒特尤尼恩大学）；American Association of Physics Teachers（美国物理教师协会）；University of Maryland（马里兰大学）；National Institute of Standards and Technology（美国国家标准与技术研究院）；Questrom School of Business at Boston University（波士顿大学奎斯特罗姆商学院）
