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Cooperative Group Problem Solving in Physics Paperback – Dec 1 2004
- ISBN-10 0534377564
- ISBN-13 978-0534377564
- Publisher Brooks/Cole Pub Co
- Publication date Dec 1 2004
- Language English
- Dimensions 18.9 x 2 x 24.6 cm
- See all details
Product details
- Publisher : Brooks/Cole Pub Co (Dec 1 2004)
- Language : English
- ISBN-10 : 0534377564
- ISBN-13 : 978-0534377564
- Item weight : 331 g
- Dimensions : 18.9 x 2 x 24.6 cm
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Tutorials/Cooperative Group Problem Solving
These two strategies are similar in that they both leave the lecture aspect essentially the same (it could of course be augmented with strategies like Clickers and Peer Instruction), and employ discipline-based educational research methods in recitation sections (which are a very common part of STEM courses). They both emphasize that students work together in groups on questions designed to increase their conceptual understanding and problem solving skills.
- The pre-test helps students identify what they do and do not understand and what the tutorial is designed to help them with
- The questions are carefully sequenced to gradually build understanding of a particular concept or idea
- It is important that the recitation instructors, instead of providing answers, ask guiding questions to help students move closer to the correct understanding
- After the tutorials, homework is assigned which reinforces and extends the material covered in the worksheets
- It is important that the focus of the tutorials be closely aligned with the student learning goals and the course assessments
Free research-based tutorials for teaching upper-level quantum mechanics
- You will need to request permission which you will be granted after a short verification period (a day or two) which ensures that you are an instructor.
- The website also includes ConceptTests (clicker questions) for upper-level quantum mechanics.
Cooperative group problem solving:
- Each of the steps is broken up into instructions (e.g., the Visualize step: draw a diagram, identify relevant information and add to diagram if possible, identify relevant physics principles and target or intermediate quantity/quantities)
- ‘context-rich’ problems are problems posed in real-life situations (in order to make the material relevant to students), in which the unknown variable is not always explicitly mentioned. Context-rich problems often include extraneous information, or lack information which can be easily estimated by making reasonable assumptions
- Students are expected to work together and use the problem solving approach to develop solutions to these challenging problems
- Student groups typically include three students from each ability level (low, mid and high-achieving) based on some metric (pre-test, first exam)
- These roles are chosen because they reflect implicit expert-like problem solving strategies that are seldom explicitly taught
- Students assume different roles from week to week
- Student groups change several times during the semester
More information:
- Tutorials in Introductory Physics at University of Washington
- Cooperative Group Problem Solving in Physics at University of Minnesota
- P. Heller and M. Hollabaugh, “Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving”, Am. J. Phys. 60(7), 627-636 (1992).
- P. Heller and M. Hollabaugh, “Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups”, Am. J. Phys. 60(7), 637-644 (1992).
Supporting physics teaching with research-based resources
- Expert Recommendations
Developed by: University of Minnesota Physics Education Research Group
Teaching Materials
What? Students work in small groups on short, realistic scenarios, giving them a plausible motivation for solving problems. The real-world scenarios are more complex than traditional problems and may include excess information or require students to recall important background information.
Why? Context-based exercises have been consistently validated by physics education research. This specific method can produce high levels of student engagement. Well-crafted problems challenge students to push themselves to the edge of their capabilities and better retain key concepts.
Why not? Collections of context-rich problems often do not include answer keys or guidance for how to use them, and may be difficult for an inexperienced teacher to use effectively. Creating appropriate problems is challenging. Close supervision and guidance by skilled instructors is optimal.
Example materials
Student skills developed
- Conceptual understanding
- Problem-solving skills
- Making real-world connections
Instructor effort required
Resources required.
- Tables for group work
The University of Minnesota has created a free online archive of context-rich problems , where you can find problems for many topics in introductory mechanics and electromagnetism.
- at least 1 of the "based on" categories
- at least 1 of the "demonstrated to improve" categories
- at least 1 of the "studied using" categories
Research Validation Summary
Based on research into:.
- theories of how students learn
- student ideas about specific topics
Demonstrated to Improve:
- conceptual understanding
- problem-solving skills
- beliefs and attitudes
- retention of students
- success of underrepresented groups
- performance in subsequent classes
Studied using:
- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication
- P. Heller and M. Hollabaugh, Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups , Am. J. Phys. 60 (7), 637 (1992).
- P. Heller, R. Keith, and S. Anderson, Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving , Am. J. Phys. 60 (7), 627 (1992).
- M. Martinuk and J. Ives, Do prescribed prompts prime sensemaking during group problem solving? , presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011.
Compatible Methods
Similar method, physport data explorer.
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Context-rich Problems Home Page:
Through several years of evaluating these learning groups we have seen that in order for the groups to function properly, the problems need several characteristics:
- The problems need to be challenging enough that a single student cannot solve it, but not so challenging that a group cannot solve it.
- The problems need to be structured so that the groups can make decisions on how to proceed with the solution.
- The problems should be relevant to the lives of the students.
- The problems cannot depend on students knowing a trick nor can they be mathematically tedious.
In short, traditional end-of-chapter textbook problems are inadequate.
To satisfy these constraints, we have created what we call context rich problems . Context rich problems have the characteristics listed above and more. They are strikingly different from traditional problems . Our use of context rich problems has expanded from our recitations into exams and our laboratories. Creating context-rich problems is not an obvious task, so we have guidelines to help people create context rich problems . Once a problem is created it is important to judge the problem for difficulty. It is easy to make context rich problems too difficult.
These WWW pages are designed to introduce you to context rich problems. You can also visit our on-line archive of context rich problems where you can find context rich problems for many topics in introductory physics. Feel free to modify these problems to suit your needs and use them in your classes.
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Context-rich Problems
- Comparison to Traditional Problems
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Detail Page
| Published: December 1, 1995
Primary DetailsCitation formats. %A Mark Hollabaugh %T Physics Problem Solving in Cooperative Learning Groups %D December 1, 1995 %I University of Minnesota %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208 %O Curriculum & Instruction %O application/pdf %0 Thesis %A Hollabaugh, Mark %D December 1, 1995 %T Physics Problem Solving in Cooperative Learning Groups %B Curriculum & Instruction %I University of Minnesota %8 December 1, 1995 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208 The AIP Style presented is based on information from the AIP Style Manual . The APA Style presented is based on information from APA Style.org: Electronic References . The Chicago Style presented is based on information from Examples of Chicago-Style Documentation . The MLA Style presented is based on information from the MLA FAQ . Related Materials (1)Physics problem solving in cooperative learning groups :. This is an archive of context-rich problems developed by the same authors and aligned with the pedagogy described in this research. Make a Comment Relate this resource Related MaterialsContext Rich Problems See details... Similar MaterialsTeaching Problem Solving Through Cooperative Grouping. Part 2: Designing… Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus… Cooperative group problem solving laboratories for introductory classes home - login - register
Thesis Detail Page
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IMAGES
COMMENTS
Instructor's Guide to Forces Labs (p. 153) Example of Exploratory Problem: Magnets and Moving Charge (p. 160) Example of Importance of Predictions: Gravitational Force on the Electron (p. 163) 6. References 169. Cooperative Group Problem Solving at the University of Minnesota (p. 171)
Cooperative Problem Solving at it is used by many professors teaching thousands of students and different institutions. Cooperative Problem Solving can be used as the major focus of a course, or as a supplement in combination with other teaching tools. What is Cooperative Problem Solving (CPS)? This book is designed to answer this question.
Why Cooperative Group Problem Solving. Students in introductory physics courses typically begin to solve a problem by plunging into the algebraic and numerical solution -- they search for and manipulate equations, plugging numbers into the equations until they find a combination that yields an answer (e.g. the plug-and-chug strategy).
Kenneth Heller School of Physics and Astronomy. * Supported in part by the National Science Foundation (NSF), the Department of Education, Fund for Improving Post-Secondary Education (FIPSE), and by the University of Minnesota. Table of Contents. Page. The Minnesota Model of Large Introductory Courses 1.
Part 1: Group Versus Individual Problem Solving. , where you can find problems for many topics in introductory mechanics and electromagnetism to use with cooperative group problem-solving. You can also use the cooperative group problem-solving approach with. This is the third highest level of research validation, corresponding to:
Why Cooperative Group Problem Solving? This brief summary explains why we use cooperative-group problem solving in our introductory physics courses, and what we see as the advantages and disadvantages of cooperative group problem solving (see also Heller, Keith & Anderson and Heller & Hollabaugh, 1992, American Journal of Physics, 60: 627-644). 39
Problem Solving is Necessary. University of Minnesota Strategic Planning - 2007. At the time of receiving a bachelor's degree, students will demonstrate the following qualities: 1. the ability to identify, define, and solve problems 2. the ability to locate and evaluate information 3. mastery of a body of knowledge and mode of inquiry 4.
COOPERATIVE GROUP PROBLEM SOLVING IN PHYSICS is a teaching guide designed for use in any introductory algebra- or calculus-based physics courses. Built on a solid foundation of research from cognitive psychology, education, and physics education, this book enables instructors to integrate group problem solving into their classroom. ...
solve a problem. Credit will be given only for a logical and complete solution that is clearly communicated with correct units. Partial credit will be given for a well communicated problem solving strategy based on correct physics. MAKE SURE YOUR NAME, ID #, SECTION #, and TAs NAME ARE ON EACH PAGE!! START EACH PROBLEM ON A NEW PAGE.
A supportive environment based on cooperative grouping was developed to foster students' learning of an effective problem‐solving strategy. Experiments to adapt the technique of cooperative grouping to physics problem solving were carried out in two diverse settings: a large introductory course at state university, and a small modern ...
Cooperative group problem solving: Students are taught an explicit (and general) problem solving approach modeled after expert behavior (e.g., Visualize, Describe, Plan, Execute, Evaluate) Each of the steps is broken up into instructions (e.g., the Visualize step: draw a diagram, identify relevant information and add to diagram if possible ...
Group Structure. Problems are too difficult or lengthy for a typical student to handle in the time available. Students are assigned roles: Manager, Recorder, Speaker / Skeptic. Group product handed-in. Problem Solving Process. Places a strong emphasis on defining the problem and planning a solution, key skills which expert have and students lack
Frequently Asked Questions (FAQ) About Cooperative-Group Problem Solving. For a more extended discussion of the following questions, see Heller and Hollabaugh (1992), Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups, American Journal of Physics, 60: 637-644. What is the optimal group size?
An explicit problem solving strategy was taught in the course, and students practiced using the strategy to solve problems in mixed-ability cooperative groups. A technique was developed to evaluate students' problem solving performance and determine the difficulty of context-rich problems.
Problem solving laboratories comprise an important part of our introductory physics courses at Minnesota. These courses emphasize learning fundamental physics through problem solving using cooperative groups. This paper outlines the structure and rationale for both the algebra-based and calculus-based introductory courses.
Developed by: University of Minnesota Physics Education Research Group. Level middle school high school intro college inter-mediate upper level grad school other. ... Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving, Am. J. Phys. 60 (7), 627 (1992). Teaching Materials.
An experiment was conducted to investigate the effects of cooperative group learning on the problem solving performance of college students in a large introductory physics course. An explicit problem solving strategy was taught in the course, and students practiced using the strategy to solve problems in mixed‐ability cooperative groups.
The Physics Front is a free service provided by the AAPT in partnership with the NSF/NSDL. Detail Page « Detail Page. Cooperative Group Problem Solving. written by the University of Minnesota . A five-step problem solving strategy to help students integrate the conceptual and procedural aspects of problem solving so they can become better ...
A supportive environment based on cooperative grouping was developed to foster students' learning of an effective problem-solving strategy. Experiments to adapt the technique of cooperative grouping to physics problem solving were carried out in two diverse settings: a large introductory course at a state university, and a small modern physics class at a community college.
At the University of Minnesota Department of Physics we have cooperative group problem solving in our discussion sections. In plain English, this means we have groups of students working together to solve a problem. These groups are more than just students sitting together, but are structured learning groups, but this is the subject of another ...
Detail Page. Physics Problem Solving in Cooperative Learning Groups. written by Mark Hollabaugh. This research investigated the process of argument co-construction in 14 cooperative problem-solving groups in an algebra-based, college level, introductory physics course. The results of the research provide a rich description of argument co ...
This research investigated the process of argument co-construction in 14 cooperative problem-solving groups in an algebra-based, college level, introductory physics course. ... The research was a qualitative, case-study analysis of each group's discussion of the "physics description" portion of the group's problem solution. In a physics ...
Problem solving laboratories comprise an important part of our introductory physics courses at Minnesota. These courses emphasize learning fundamental physics through problem solving using cooperative groups. This paper outlines the structure and rationale for both the algebra-based and calculus-based introductory courses.