Implementation and Results of a New Problem Solving Approach in Physics Teaching

Main Article Content

Elif Ince

Abstract

Teaching problem solving is one of the most important topics of physics education while students have big troubles with physics problem solving. The aim of this research is to investigate the impact of extended problem-solving strategy instruction on the development of pre-service science teacher’s problem-solving, critical thinking, metacognitive awareness, and logical reasoning skills. Extended Problem-Solving Strategy has been developed for university physics courses by researcher. This strategy has importantance in terms of covering many previous strategies in physics education literature and including many new steps. The model of the research consisted of an experimental design with pre-test and post-test control groups. Pre-services randomly assigned to the experimental (N=30) and control groups (N=30). The results of the research indicate that the post scores of the experimental group students significantly higher than control group students after the implementations in terms of metacognitive awareness, critical thinking, problem solving and logical thinking skills.This research revealed the positive effects of the “Extended Problem-Solving Strategy” implementation in the physics course at the university level on the skills which are listed among the 21st Century skills and each of these skills affects the other skills positively

Article Details

How to Cite
Ince, E. (2019). Implementation and Results of a New Problem Solving Approach in Physics Teaching. Momentum: Physics Education Journal, 3(2), 58-68. https://doi.org/10.21067/mpej.v3i2.3396
Section
Articles

References

Akın, A., Abacı, R., & Çetin, B. (2007). Bilişötesi farkındalık envanteri'nin türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 7(2), 655-680.

Bissell, A.N. & Lemons, P.P. (2006). A new method for assessing critical thinking in the classroom. BioScience, 56(1), 66–72.

Bolton, J., & Ross, S. (1997). Developing students’ physics problem-solving skill. Physics Education, 32, 176–85.

Çalışkan, S. (2007). Problem çözme stratejileri öğretiminin fizik başarısı, tutumu, özyeterliği üzerindeki etkileri ve strateji kullanımı. (Unpublished Doctoral Dissertation). Dokuz Eylul University, Institute of Educational Science.

Dhillon, A.S. (1998). Individual differences within problem-solving strategies used in physics. Science Education, 82(3); 279-405.

Docktor, J. L., Strand, N. L., Mestre, J.P., & Ross, B.H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics- Physics Education Research, 11, 1- 13.

Dufrense, R., Gerace, W., & Leonard, J. (1997). Solving physics problems with multiple representations. Physics Teacher, 35, 270-275.

Ertmer, P.A. & Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1-24.

Facione, P. A. & Facione, N. C. (1992). The california critical thinking dispositions inventory. Millbrae, CA: California Academic Press.

Geban, Ö., Aşkar, P. & Özkan, İ. (1992). Effects of computer simulations and problem solving approaches on high school students. Journal of Educational Research, 86, 5– 10.

Gök, T. (2014). Peer instruction in the physics class room: effects on gender difference performance, conceptual learning, and problem solving. Journal of Baltic Science Education, 13(6), 776-788.

Gök, T. (2015). An investigation of students’ performance after peer instruction with stepwise problem-solving strategies. International Journal of Science and Mathematics Education, 13(3), 562-582.

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen,A., Näykki, P. & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25-41.

Halim, A., Yusrizal, Y., Susanna, & S., Tarmizi, T. (2016). An analysis of students’ skill in applying the problem solving strategy to the physics problem settlement in facing AEC as global competition. Jurnal Pendidikan IPA Indonesia, 5(1), 1-5.

Halpern, D. F. (2010). The halpern critical thinking assessment: Manual. Modling, Austria: Schuhfried GmbH.

Heller, J. I., & Reif, F., (1984). Prescribing effective human problem-solving processes: problem description in physics. Cognition and Instruction, 1, 177-216.

Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29(1), 66-75.

Hollingworth, R.W., & McLoughlin, C. (2001). Developing science students’ metacognitive problem solving skills online. The Australasian Journal of Educational Technology, 17(1), 50-63.

Ince, E. (2017). Fizik Öğretiminde Problem Çözme. Cezve Kitabevi, İstanbul.

Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. (Unpublished Doctoral Dissertation). Ankara University, Institute of Social Science.

Larkin, J. H. & Reif, F. (1979). Understanding and teaching problem-solving in physics. European Journal of Science Education, 1, 191-203.

Lawson, A. (1978). The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching, 15(1), 11–24.

Lawson, A. (2004). The nature and development of scientific reasoning: a synthetic view. International Journal of Science and Mathematics Education, 2(3), 307–338.

Lawson, A.E. (1982). The reality of general cognitive operations. Science Education, 66(2), 229-241.

Leniz, A., Zuza, K. & Guisasola, J. (2017). Students’ reasoning when tackling electric field and potential in explanation of dc resistive circuits. Physical Review Physics Education Research, 13, 010128.

Lucangeli, D., Galderisi, D., Cornoldi, C. (1995). Specific and general transfer effects of meta-memory training. Learning Disabilities Research and Practice, 10, 11–21.

Marlina, A., Nor Hasniza, I., Abdul Halim, A., Johari, S., & Nurshamela, S. (2014). Physics problem solving: selecting more successful and less successful problem solvers. International Conference of Teaching Assessment and Learning, 186-191.

Mendez, D., Sanchez, J.H. & Mendez, M. (2017). The effect in the action of the professor and the problems in the development of abstract reasoning in future teacher. American Journal of Educational Research, 5(3), 267-272.

Moser, C. A., & Kalton, G. (1971). Survey methods in social investigation, London, Heinemann.

Olaniyan, A.O. & Govender, N. (2018). Effectiveness of Polya problem-solving and target-task collaborative learning approaches in electricity amongst high school physics students. Journal of Baltic Science Education, 17(5), 765-777.

Patenting Turkey. (2018, January 20). http://www.patentleturkiye.gov.tr/patentleturkiye/

Sahin, N., Sahin, H. H., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university studies. Cognitive Therapy Research, 17, 379-396.

Schraw, G., & Dennison S. R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470.

Selçuk, G.S., Çalışkan, S., & Erol, M. (2008). The effects of problem solving instruction on physics achievement, problem solving performance and strategy use. Latin American Journal of Physics Education, 2(3), 151-166.

Serway, R.A. & Beichner, R.J. (2007). Fen ve Mühendislik için Fizik-1 (Beşinci Baskıdan Çeviri). Ankara: Palme Yayıncılık.

Tezbaşaran A. A. (2011). Öğretim programlarındaki kazanımlarla geliştirilmesi beklenen düşünme becerileri üzerine. Cito Eğitim: Kuram ve Uygulama, 13, 13 – 22.

Tiruneh, D. T., Verburgh, A. & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies. Higher Education Studies, 4(1), 1–17.

Tobin, K. G. & Capie, W. (1981). Development and validation of a group test of logical thinking. Educational and Psychological Measurement, 41, 413–424.

Trisnowati. E., & Sumardi, Y. (2019). Developing the student worksheet with problem-solving approach to improve critical thinking skills and the concept understanding of physics. Momentum: Physics Education Journal, 3(1), 2019, 32-41.

Wright, D. S. & Williams, C. D. (1986). A wise strategy for introductory physics. The Physics Teacher, 211-216.

Zou, X. (2001). The role of work-energy bar charts as a physical representation in problem solving. Physics Education Research Conference, July 25-26, Rochester, New York.