The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

作     者：Milbourne, Jeff Wiebe, Eric 

作者机构：North Carolina State Univ Coll Educ Box 7801 326 Poe Hall Raleigh NC 27695 USA 

出 版 物：《RESEARCH IN SCIENCE EDUCATION》 (科学教育研究)

年 卷 期：2018年第48卷第1期

页      面：165-179页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：Physics Science education Problem-solving Ill-structured problem solving 

摘      要：While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students solution pathways, as well as the obstacles that prevented them from reaching reasonable solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student s solution pathway choice may depend on how she perceives the problem.