• Open Access

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, and Michael J. Cahill
Phys. Rev. Phys. Educ. Res. 12, 020141 – Published 22 November 2016

Abstract

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

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  • Received 1 June 2016

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.12.020141

Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

General PhysicsPhysics Education Research

Authors & Affiliations

Mark A. McDaniel1,2,*, Siera M. Stoen3, Regina F. Frey2,4,5, Zachary E. Markow6, K. Mairin Hynes3, Jiuqing Zhao2, and Michael J. Cahill2

  • 1Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA
  • 2Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA
  • 3Department of Physics, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA
  • 4Department of Chemistry, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA
  • 5The Teaching Center, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA
  • 6Department of Biomedical Engineering, Washington University in St. Louis, One Brookings Drive, Saint Louis, Missouri 63130, USA

  • *Corresponding author. Department of Psychological and Brain Sciences, Washington University, One Brookings Drive, Saint Louis, Missouri 63130, USA.

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Vol. 12, Iss. 2 — July - December 2016

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