Cognitive Structures of Good and Poor Novice Problem Solvers in Physics

The way knowledge is organized in memory is generally expected to relate to the degree of success in problem solving. In the present study, we investigated whether good novice problem solvers have their knowledge arranged around problem types to a greater extent than poor problem solvers have. In the subject of physics (electricity and magnetism), 12 problem types were distinguished according to their underlying physics principles. For each problem type, a set of elements of knowledge containing characteristics of the problem situation, declarative knowledge, and procedural knowledge was constructed. All of the resulting 65 elements were printed on cards, and first-year university students in physics ( N = 47) were asked to sort these cards into coherent piles shortly after they had taken an examination on electricity and magnetism. Essentially, good novice problem solvers sorted the cards according to problem types; the sorting by the poor problem solvers seemed to be determined to a greater extent by the surface characteristics of the elements. We concluded than an organization of knowledge around problem types might be highly conducive to good performance in problem solving by novice problem solvers

Effectiveness of group interaction on conceptual standardized test performance

We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. The group performance shows large normalized gain and evidence for co-construction. We discuss the effect of pairing students with different individual achievements.Comment: 4 pages, submitted to proceedings of PER conference, 2002, Bois

Metals get an awkward cousin

A newly predicted state of matter is a simple theoretical example of a phase that conducts electricity but is not smoothly connected to our conventional model of metals. A viewpoint on arXiv:1201.5998.Comment: Physics 5, 82 (2012

Multimedia Interaktif Dalam Pembelajaran Konsep Listrik Bagi Calon Guru

There are many abstract concepts in physics. This raises its own difficulties in learning physics. The difficulty in teaching abstract concepts can be solved using computer technology. Computer technology presents opportunities for learning abstract concepts, such as through the use of interactive multimedia in learning physics. In this study has developed an interactive multimedia on the concept of electricity. This study aims to examine the impact of the use of interactive multimedia on student mastery of the concept of electricity. The results showed an increase in mastery of concepts in both classes. The highest increase occurred in the concept of Coulomb\u27s law, which is 68.6% (experimental group) and 48% (control group). Mastery electric concept experimental group is greater than the control group, indicates that interactive multimedia effective in supporting the process of learning physics