Abstract
In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics principles. Here, we discuss students' ability to perform analogical reasoning between another pair of problems. Both the problems can be solved using the same physics principles. However, the solved problem provided was a two-step problem (which can be solved by decomposing it into two sub-problems) while the quiz problem was a three-step problem. We find that it is challenging for students to extend what they learned from a two-step problem to solve a three-step problem.
| Original language | English |
|---|---|
| Title of host publication | 2010 Physics Education Research Conference, PERC |
| Pages | 29-32 |
| Number of pages | 4 |
| Volume | 1289 |
| DOIs | |
| Publication status | Published - 2010 Dec 1 |
| Event | 2010 Physics Education Research Conference, PERC - Portland, OR, United States Duration: 2010 Jul 21 → 2010 Jul 22 |
Other
| Other | 2010 Physics Education Research Conference, PERC |
|---|---|
| Country | United States |
| City | Portland, OR |
| Period | 10-07-21 → 10-07-22 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
Cite this
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Using analogy to solve a three-step physics problem. / Lin, Shih Yin; Singh, Chandralekha.
2010 Physics Education Research Conference, PERC. Vol. 1289 2010. p. 29-32.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Using analogy to solve a three-step physics problem
AU - Lin, Shih Yin
AU - Singh, Chandralekha
PY - 2010/12/1
Y1 - 2010/12/1
N2 - In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics principles. Here, we discuss students' ability to perform analogical reasoning between another pair of problems. Both the problems can be solved using the same physics principles. However, the solved problem provided was a two-step problem (which can be solved by decomposing it into two sub-problems) while the quiz problem was a three-step problem. We find that it is challenging for students to extend what they learned from a two-step problem to solve a three-step problem.
AB - In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics principles. Here, we discuss students' ability to perform analogical reasoning between another pair of problems. Both the problems can be solved using the same physics principles. However, the solved problem provided was a two-step problem (which can be solved by decomposing it into two sub-problems) while the quiz problem was a three-step problem. We find that it is challenging for students to extend what they learned from a two-step problem to solve a three-step problem.
UR - http://www.scopus.com/inward/record.url?scp=79951982048&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79951982048&partnerID=8YFLogxK
U2 - 10.1063/1.3515228
DO - 10.1063/1.3515228
M3 - Conference contribution
SN - 9780735408449
VL - 1289
SP - 29
EP - 32
BT - 2010 Physics Education Research Conference, PERC
ER -