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Register a new userPhysics problems and instructional strategies for developing social networks in university classrooms
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Added by
Cristian Candia-Castro-Vallejos
Publication date
2019
fields
Physics
and research's language is
English
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In this study, we explored the extent to which problems and instructional strategies affect social cohesion and interactions for information seeking in physics classrooms. Three sections of a mechanics physics course taught at a Chilean University in Coquimbo were investigated. Each section had a weekly problem-solving session using different sets of well and/or ill-structured problems (i.e., algebra-based and open-ended problems respectively), as well as instructional strategies for guiding the problem-solving sessions. Data was collected on networks of information seeking and perceptions of good physics students, during a problem-solving session. We used social network analysis (SNA) for constructing variables while conducting the study. Results suggest that the teaching and learning strategies to guide problem-solving of well and ill-structured problems yield different levels of social interaction among classmates, and significant levels of activity in seeking out information for learning and problem-solving. While strategies for guiding problem-solving lend to significant differences for network connectivity, well and ill-structured physics problems predict similar levels of social activity.
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In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development efforts in mathematics education. QL is characterized by sophisticated reasoning with elementary mathematics. In this project, we extend the notions of QL to include the physics domain and call it Physics Quantitative Literacy (PQL). We report on early stage development from a collaboration that focuses on reasoning inventory design and data analysis methodology for measuring the development of PQL across the introductory physics sequence. We have piloted a prototype assessment designed to measure students PQL in introductory physics: Physics Inventory of Quantitative Literacy (PIQL). This prototype PIQL focuses on two components of PQL: proportional reasoning, and reasoning with negative quantities. We present preliminary results from approximately 1,000 undergraduate and 20 graduate students.
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