Analyzing patterns in experts' approaches to solving experimental problems

We report detailed observations of three pairs of expert scientists and a pair of advanced undergraduate students solving an experimental optics problem. Using a new method ("transition graphs") of visualizing sequences of logical steps, we were able to compare the groups and identify patt...

Full description

Saved in:
Bibliographic Details
Published in:American journal of physics 2015-04, Vol.83 (4), p.366-374
Main Authors: Cancula, M. P, Planinsic, G, Etkina, E
Format: Article
Language:English
Subjects:
College students
Comparative analysis
Experte
Learning
Naturwissenschaftliche Kompetenz
Novize
Physics
Physik
Physikunterricht
Problem solving
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:We report detailed observations of three pairs of expert scientists and a pair of advanced undergraduate students solving an experimental optics problem. Using a new method ("transition graphs") of visualizing sequences of logical steps, we were able to compare the groups and identify patterns that could not be found using previously existing methods. While the problem solving of undergraduates significantly differed from that of experts at the beginning of the process, it gradually became more similar to the expert problem solving. We mapped problem solving steps and their sequence to the elements of an approach to teaching and learning physics called Investigative Science Learning Environment (ISLE), and we speculate that the ISLE educational framework closely represents the actual work of physicists. 2015 American Association of Physics Teachers.
ISSN:0002-9505
1943-2909
DOI:10.1119/1.4913528