The Role of Problem Solving in Introductory Physics – Decisions, Decisions, Decisions

Ken Heller, University of Minnesota
Thursday, October 8, 2015
3:30pm refreshments, 4pm presentation
James Fletcher Building (JFB) 102

Preparing students to solve problems has long been recognized as one of the primary purposes of a university education. When entering the University, student problem solving is typically weak, focusing on the specific and formulaic. To achieve its goal, the University must make sure that its students recognize that solving a problem is the result of an organized series of grounded decisions. Within the university, the introductory physics course is broadly believed to help achieve this goal. Indeed, problem solving is often used as an important motivation, learning, and assessment tool in most physics courses. For example, at Minnesota, the Physics Department has focused on implementable, sustainable methods of improving student problem solving for over twenty years, especially in large introductory physics classes. Nevertheless, the weakest link is individual coaching because it is the least available. Here personal computers linked to the Internet could provide a useful supplement to instructor and peer coaching. This requires software that highlights the myriad decisions necessary and allows students to make those decisions while giving the feedback necessary for a student to pursue their own path. Although computer coaches are not as flexible as a good human coach, they have some advantages over humans: not only are they always available, they are infinitely patient and are perceived by students as being nonjudgmental. This talk illustrates the decisions required by introductory physics problem solving, shows features of useful computer coaches, and gives data indicating their promise.

For more information, visit the Physics Department Colloquiua page.