When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams |
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| Authors: | Eric Kuo Nicole R Hallinen Luke D Conlin |
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| Institution: | 1. Department of Physics, Stanford University, Stanford, CA, USA;2. Graduate School of Education, Stanford University, Stanford, CA, USAerickuo@pitt.edu;4. Graduate School of Education, Stanford University, Stanford, CA, USA |
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| Abstract: | ABSTRACTOne aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students’ thinking. This study utilises a paradigm established by Heckler (2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829–1851] to test how cuing the first step in a standard framework affects undergraduate students’ approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students’ ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving. |
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| Keywords: | Problem solving epistemology physics education |
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