以两个静电学问题为例：提供一张图表是否会对物理导论学生解决问题的表现产生负面影响？
Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students' problem solving performance?
摘要：
绘制适当的图表是一种有用的问题解决启发式方法，可以将问题转化为更容易解决的表示。帮助入门物理学生学习有效解决问题的一个主要重点是帮助他们理解绘制图表可以促进问题的解决。我们进行了一项调查，其中两种不同的干预措施，在背诵测验中实施了一个大的招生代数为基础的物理导论课程。学生们要么（i）被要求解决问题，其中的图表是为他们绘制或（ii）明确告诉画一个图。对照组没有得到任何关于图表的说明。我们设计了问题解决的评分标准，对不同干预组学生的问题解决表现进行了评分，并对10个问题进行了调查。我们发现，那些拿到图表的学生在三个问题上的表现从来没有比其他学生更好，实际上表现得更差，一个是关于管中驻波声波的问题（在其他地方讨论过），两个是我们在这里重点讨论的电学问题。这两个问题是唯一的问题，在电力，涉及到考虑的初始和最终条件，这可能部分地解释了为什么学生提供的图表表现明显不如学生谁没有提供图表。为了探索这一发现的潜在原因，我们对学生进行了采访，发现一些学生提供的图表可能花了更少的时间在概念分析和规划阶段的问题解决过程。特别是，那些提供了图表的人更有可能在没有充分分析和理解问题的情况下提前进入解决问题的实施阶段，这可能会增加解决方案出错的可能性。
英文摘要：
Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.
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