Inhaltszusammenfassung

Little is known about the processes of how learners apply physics models to problems in real life situations (context-based problems). When students are asked to solve context-based problems they first need to organize the information from the context and link them with their pre-knowledge, which actually means that students need to develop a mental model for the context. This is the starting point for searching physics models that could be used to reason physics solutions for the problem. Wh...Little is known about the processes of how learners apply physics models to problems in real life situations (context-based problems). When students are asked to solve context-based problems they first need to organize the information from the context and link them with their pre-knowledge, which actually means that students need to develop a mental model for the context. This is the starting point for searching physics models that could be used to reason physics solutions for the problem. While the mental representation is only valid for the concrete situation, the physics model allows transfer to other similar problems. The central aim of our study is to investigate which features of the context can be used to help students find physics solutions for the problems. In a first step the process of problem solving in context-based tasks is scrutinized by think-aloud protocols to identify which elements from the context description and the physics model are used, and how they are linked to each other. Data are taken from a pilot video study of ten 10th grade students (from a German middle school) while they solve one context-based problem in optics, mechanics and thermodynamics each. First results suggest that students tend to spend a very short amount of time to acquire an understanding of the problem but often try to apply physics knowledge immediately. Thereby, students try to link elements from the context (‘real world’) and the physics model (‘model world’) with opposed effects. It might be assumed that they typically do not manage to overcome the surface structure, which leads to unconstructive solution proposals.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Physik