Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
The problem-solving process in physics as observed when engineering students at university level work in groups
Malardalen Univ, Sch Educ Culture & Commun, Vasteras, Sweden..ORCID-id: 0000-0003-2666-7260
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013).
Stockholm Univ, Math & Sci Educ, S-10691 Stockholm, Sweden.ORCID-id: 0000-0002-3250-4268
2015 (Engelska)Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, nr 4, s. 380-399Artikel i tidskrift (Refereegranskat) Published
Resurstyp
Text
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.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2015. Vol. 40, nr 4, s. 380-399
Nyckelord [en]
problem-solving, physics, physics education, context-rich problems, collaborative learning, group work
Nationell ämneskategori
Kemi
Forskningsämne
Kemiteknik
Identifikatorer
URN: urn:nbn:se:kau:diva-41603DOI: 10.1080/03043797.2014.988687ISI: 000356348200003OAI: oai:DiVA.org:kau-41603DiVA, id: diva2:918683
Tillgänglig från: 2016-04-11 Skapad: 2016-04-11 Senast uppdaterad: 2019-09-26Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Gustafsson, PeterJonsson, GunnarEnghag, Margareta

Sök vidare i DiVA

Av författaren/redaktören
Gustafsson, PeterJonsson, GunnarEnghag, Margareta
Av organisationen
Institutionen för ingenjörsvetenskap och fysik (from 2013)
I samma tidskrift
European Journal of Engineering Education
Kemi

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 45 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf