Selection of different types of physics problems as a tool to guide cognitive processes

Authors

  • María Elena Truyol Grupo de Educación en Física - Instituto de Física Enrique Gaviola - Facultad de Matemática, Astronomía y Física - Universidad Nacional de Córdoba Medina Allende s/n, Ciudad Universitaria, 5000, Córdoba, Argentina
  • Zulma Gangoso Grupo de Educación en Física - Instituto de Física Enrique Gaviola - Facultad de Matemática, Astronomía y Física - Universidad Nacional de Córdoba Medina Allende s/n, Ciudad Universitaria, 5000, Córdoba, Argentina

Keywords:

problem-solving, modeling, undefined problems, cognitive processes, statement selection.

Abstract

In this paper we use different types of word problems to study characteristics of problemsolving processes, understood as a modeling process. We work with a model of comprehension and we propose a classification for word problems around the idea of scientific model. An experimental set of two types of problems is constructed in relation to the explicit presence of the scientific model in the statement: undefined and well-defined. Subjects, two academics, were audio and videotaped during a problem-solving interview. The analysis of the interviews supports the hypothesis that differences in the statements generate different problem-solving processes. These differences seem to be associated with conceptual modeling skills. These results highlight some significant issues to be considered by teachers when selecting problems. We discuss criteria to guide the selection of one or another type of statement.

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Published

2016-07-23

How to Cite

Truyol, M. E., & Gangoso, Z. (2016). Selection of different types of physics problems as a tool to guide cognitive processes. Investigations in Science Education, 15(3), 463–484. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/258

Issue

Vol. 15 No. 3 (2010): December of 2010

Section

Artigos

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