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  • 标题:Exploring the role of conceptual scaffolding in solving synthesis problems
  • 本地全文:下载
  • 作者:Lin Ding ; Neville Reay ; Albert Lee
  • 期刊名称:Physical Review ST Physics Education Research
  • 电子版ISSN:1554-9178
  • 出版年度:2011
  • 卷号:7
  • 期号:2
  • 页码:1-11
  • DOI:10.1103/PhysRevSTPER.7.020109
  • 出版社:American Physical Society
  • 摘要:It is well documented that when solving problems experts first search for underlying concepts while students tend to look for equations and previously worked examples. The overwhelming majority of end-of-chapter (EOC) problems in most introductory physics textbooks contain only material and examples discussed in a single chapter, rarely requiring a solver to conduct a general search for underlying concepts. Hypothesizing that complete reliance on EOC problems trains students to rely on a nonexpert approach, we designed and implemented “synthesis” problems, each combining two major concepts that are broadly separated in the teaching timeline. To provide students with guided conceptual scaffolding, we encapsulated each synthesis problem into a sequence with two preceding conceptually based multiple-choice questions. Each question contained one of the major concepts covered in the subsequent synthesis problem. Results from a small-scale interview study and two large-scale written tests showed that the scaffolding encouraged students to search for and apply appropriate fundamental principles in solving synthesis problems, and that repeated training using scaffolded synthesis problems also helped students to make cross-topic transfers.
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