NDLI: Physics problem solving strategies and metacognitive skills: Force and motion topics

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2014 IEEE 6th Conference on Engineering Education (ICEED)

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The role of Final Year Project and Capstone Project in undergraduate engineering education in Malaysia and Japan

Learning through experience ∼ hands-on education at a technical college in Japan ∼

The role of the external contests for Kanazawa Technical College's engineering education

Education-job mismatch in engineering sector - A Canadian case-study

The influences of Flipped Classroom: A meta analysis

A comparative study of Mechanical Engineering Measurements course between HIT and Purdue University

Embedded systems teaching approaches & challenges

Instructional scaffolding in online collaborative learning environment for knowledge construction among engineering students

Generating elements of Supervisory Input Support via Exploratory Factor Analysis for effective supervision in Engineering Education

Industry-relevant content embedment for the electronics engineering curriculum: A case study

Measuring student performance and providing feedback using Competency Framework

An assessment of student's motivations to join College of Engineering: Case study at Prince Mohammad Bin Fahd University - Saudi Arabia

Libyan Higher Education system, challenges and achievements

Using faculty course assessment report for the assessment of an associate degree course in engineering technology program

Experimenting with gamification in the classroom

User's perception on instructional video based on Needham's Five Phase Theory for Learning Advanced Differential Equations (Picard's Method)

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

Proposed new strategy in CQI at course module level through students' feedbacks in UNITEN

Effective criteria of item analysis software

Easy Access Attendance Management System (EAMS)

Enriching STEM curriculums with integration of MIT BLOSSOMS and Higher Order Thinking Skills (HOTS)

UM Chemistry Module based on Pedagogical Content Knowledge in chemical bonding topic

Gamification: Cognitive impact and creating a meaningful experience in learning

Embedded visual schedule application towards autistic children development: A prelimenary study

Physics problem solving strategies and metacognitive skills: Force and motion topics

Development of video based on Cognitive Conflict Strategies in learning Information Technology Application and Communication subject

“Online learning” potential in Socratic learning methods to empower Higher Level Thinking

2013 IEEE 5th Conference on Engineering Education (ICEED)

2012 4th International Congress on Engineering Education

2011 3rd International Congress on Engineering Education (ICEED)

2010 2nd International Congress on Engineering Education

2009 International Conference on Engineering Education (ICEED)

Physics problem solving strategies and metacognitive skills: Force and motion topics

Content Provider	IEEE Xplore Digital Library
Author	Ali, M. Ibrahim, N.H. Abdullah, A.H. Surif, J. Saim, N.
Copyright Year	2014
Description	Author affiliation: Dept. of Educ. Sci., Math. & Creative Multimedia, Univ. Teknol. Malaysia, Skudai, Malaysia (Ali, M.; Ibrahim, N.H.; Abdullah, A.H.; Surif, J.; Saim, N.)
Abstract	The purpose of this paper is to identify the differences between more successful and less successful students in physics problem solving. This study consists of 21 students. However, for the purpose of this paper, only two were discussed. Respondents solved four physics problems while talking aloud. Each of the respondents were videotaped. Interviews were conducted right after the test. Written answers from physics task were marked according to the schema. The thinking aloud were transcribed verbatim from the videotapes as well as interviews. Transcripts were coded and examined looking for both similarities and differences. As a conclusion, there were differences between more successful and less successful in solving physics problem. The data showed that more successful and less successful problem solvers did show clear differences in how they went about solving the problem. The more successful problem solvers set clear goals, needed to reread the question less in order to understand each part of the test set, drew diagrams that reflected deeper levels of thinking and spent more time thinking qualitatively analysis before and during the problem solving process. They used scientific representation to represent the variables operating in the task, they progressively monitored their thinking, when they changed approach it was because they identified a deficiency, and they evaluated their answers before finalising their response. On the other hand, less successful problem solvers, set less clear goals than more successful problem solvers and were less effective in achieving these because they prematurely leapt into substituting data into equations spending less time on qualitative analysis, frequently rereading the question. They also used naïve representation to represent the variables, when they changed approach it was to select a different equation and they did not evaluate their answers before finalising their response.
Starting Page	133
Ending Page	138
File Size	259685
Page Count	6
File Format	PDF
e-ISBN	9781479945955
DOI	10.1109/ICEED.2014.7194702
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2014-12-09
Publisher Place	Malaysia
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Protocols More successful vs less successful Metacognition Problem solving Force and motion Acceleration Mathematical model Problem-solving Thinking aloud Monitoring Gravity
Content Type	Text
Resource Type	Article

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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