the psychology of learning and motivation - Percepts and Concepts ...

270 Jose P. Mestre et al.AbstractStudents taking introductory physics courses focus on quantitative manipulationsat the expense of learning concepts deeply and understanding howthey apply to problem solving. This proclivity toward manipulating equationsleads to shallow understanding and poor long-term retention. Wediscuss an alternative approach to physics problem solving, which we callconceptual problem solving (CPS), that highlights and emphasizes the roleof conceptual knowledge in solving problems. We present studies thatexplored the impact of three different implementations of CPS on conceptuallearning and problem solving. One was a lab-based study using acomputer tool to scaffold conceptual analyses of problems. Another wasa classroom-based study in a large introductory college course in whichstudents wrote conceptual strategies prior to solving problems. The thirdwas an implementation in high school classrooms where students identifiedthe relevant principle, wrote a justification for why the principle could beapplied, and provided a plan for executing the application of the principle(which was then used for generating the equations). In all three implementationsbenefits were found as measured by various conceptual and problemsolving assessments. We conclude with a summary of what we havelearned from the CPS approach, and offer some views on the current andfuture states of physics instruction.1. INTRODUCTIONLearning a physical science well requires not only the ability to solvequantitative problems but also to have an understanding of the concepts,their relations, and how they are used to help solve problems. In physics,instructors know, and research has documented, that students tend tofocus on quantitative problem solving at the expense of learning concepts(Bagno & Eylon, 1997; Larkin, 1979; 1981b; 1983; Larkin & Reif, 1979;Tuminaro & Redish, 2007; Walsh, Howard, & Bowe, 2007). Perhapsbecause homework and exams in undergraduate physics courses largelydemand quantitative solutions to problems, students spend time searchingfor and manipulating equations to get answers. This is not a bad strategyfor getting good grades, but it is a poor strategy for gaining deep conceptualunderstanding (Kim & Pak, 2002). Without a conceptual frameworkthat integrates and gives meaning to equations and problem solvingprocedures, there is very little residual learning of introductory physicsseveral weeks after a course is over. There is a clear need to deviseinstructional strategies that elevate the importance of conceptual understanding,and that help students integrate conceptual knowledge withproblem solving processes.