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Gustafsson, P., Jonsson, G. & Enghag, M. (2015). The problem-solving process in physics as observed when engineering students at university level work in groups. European Journal of Engineering Education, 40(4), 380-399
Open this publication in new window or tab >>The problem-solving process in physics as observed when engineering students at university level work in groups
2015 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, no 4, p. 380-399Article in journal (Refereed) Published
Abstract [en]

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
problem-solving, physics, physics education, context-rich problems, collaborative learning, group work
National Category
Chemical Sciences
Research subject
Chemical Engineering
urn:nbn:se:kau:diva-41603 (URN)10.1080/03043797.2014.988687 (DOI)000356348200003 ()
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2019-09-26Bibliographically approved

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