Show Me Listing

Online Ebooks (PDF) Library

• Home
• Popular
• Latest
• Contact

Home » Human Resources » Problem Solving

Instructors Ideas about Problem Solving Grading

Source: www.physics.umn.edu
Topic: Problem Solving

Sort Desciption: qualitative problem-solving strategies to highlight the. role of conceptual knowledge in solving ... learning problem solving Proceedings of the Physics ...

Content Inside: From: Proceedings of the Physics Education Research Conference Rochester NY July 2001 Instructors Ideas about Problem Solving Grading Vince H. Kuo * Kenneth Heller * Patricia Heller * Charles Henderson * Edit Yerushalmi * * Physics Education Research Group University of Minnesota Minneapolis MN Weizmann Institute Rehovot Israel The Physics Education Research Group at the University of Minnesota has developed an interview tool to investigate physics faculty views about the learning and teaching of problem solving. In the part of the interview dealing with grading faculty members were asked to evaluate a set of five student solutions and explain their reasons for the grades that they assigned. Preliminary analysis on two of the five student solutions was done on six physics faculty members from a large research university. The results seem to indicate that faculty members hold conflicting beliefs when grading: between valuing reasoning in student solutions and wanting to give students the benefit of the doubt. This paper will illustrate the hypothesis that physics faculty hold conflicting values when grading and describe how the research university faculty resolved their conflicts. Introduction Many studies have found that introductory physics students come out of traditional physics classes able to solve test problems without understanding the physics concepts on which the problems are based 1 . This suggests that either the problems posed for students are inadequate or the process by which they solve them is not the intended one. Curriculum developers have focused their efforts on two general ways of attacking this problem. Some emphasize directly building students conceptual knowledge 234 while others emphasize developing student problem-solving skills 5-11 . Although aspects of many of these curricula are reflected in faculty practices seldom are they fully adopted. It is our belief that this lack of full adoption reflects a mismatch between th ...

©2007 Show Me Listing - Designed by Free CSS Templates

RSS Feed Sitemap Privacy Policy