USF St. Petersburg campus Faculty Publications
Case Study: Students’ Use of Multiple Representations in Problem Solving.
Document Type
Conference Proceeding
Publication Date
2005
Abstract
Being able to represent physics problems and concepts in multiple ways for qualitative reasoning and problem solving is a scientific ability we want our students to develop. These representations can include but are not limited to words, diagrams, equations, graphs, and sketches. Physics education literature indicates that using multiple representations is beneficial for student understanding of physics ideas and for problem solving [1]. To find out why and how students use different representations for problem solving, we conducted a case study of six students during the second semester of a two-semester introductory physics course. These students varied both in their use of representations and in their physics background. This case study helps us understand how students’ use or lack of use of representations relates to their ability to solve problems.
Language
en_US
Publisher
American Institute of Physics
Recommended Citation
Rosengrant, D., Van Heuvelen, A., & Etkina, E. (2005). Case Study: Students’ Use of Multiple Representations in Problem Solving. 2005 Physics Education Research Conference, Salt Lake City, UT. doi: 10.1063/1.2177020
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Citation only. Preprint version of the article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.