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Conceptual Problem Solving in Physics 279textbook group. Findings suggested that use of the HAT resulted inenhanced ability to categorize problems according to solution similarity,but no determination could be made concerning whether thisimprovement was due to increased accuracy in identifying principlesneeded to solve problems, or increased consideration of principles, orsome mix of the two.2.4.2. Two-Problem Categorization PerformanceThe experiment that used the two-problem task compared the HATagainst a control condition in which subjects solved the treatmentproblems with no aid. The HAT group significantly increased theirprinciple-based categorization by 35% from pre- to posttreatment,whereas the control group increased by 23%. However, this greateruse of principle-based categorization by the HAT group did not resultin better performance in comparison to the control group on correctcategorizations; the pre- and postscores of the HAT group on correctcategorizations made were 58% and 55%, respectively, and 67% and64% for the control group. Thus, although the HAT treatment resultedin its users using principle-based categorizations more often than thecontrol group, this increase in consideration of principles did not resultin ability to use principles to make accurate categorization decisions. Itis possible that HAT led to an understanding that principles should beused more but not to any better ability to select the principle from theproblems’ context.2.4.3. Problem Solving PerformanceThe experiment that assessed problem solving performance compared theHAT against the no-aid control condition. Although both groupsimproved in their problem solving from pre- to post-tests, the HAT groupsignificantly outperformed the control group (see Table 1). Whethermeasured by holistic physics-exam-style grading, final-answer grading,or correct-principle grading, the HAT intervention led to higherperformance.Table 1Performance on the Problem Solving TestHolistic grading Final-answer grading Principle gradingPre (%) Post (%) Pre (%) Post (%) Pre (%) Post (%)HAT 33 88 28 73 40 95Control 37 77 32 58 42 80The test was graded three different ways: (a) holistic, physics exam style; (b) score based on final answer only; and (c)score based on whether the appropriate principle was being applied. [Reprinted from Dufresne et al. (1992).Reprinted by permission of Taylor & Francis, Ltd.]
280 Jose P. Mestre et al.2.5. Conclusions from the HAT StudiesAcross the different experiments, there were clear benefits for the studentslearning with the HAT tool. The categorization results were mixed, butsuggest some increase in the understanding that principles should be usedto make the categorization choices and, in one experiment, improvedperformance in making this selection. Problem solving showed a largeimprovement for HAT learners, suggesting that learning to conceptuallyanalyze the problems before applying equations is a helpful instructionalstrategy. Although the HAT tool is a simple one, guiding learners toconceptually analyze problems before solving them seems to improvetheir understanding and problem solving.3. A CLASSROOM-BASED INTERVENTION OF CONCEPTUAL PROBLEMSOLVING AT A UNIVERSITYUnlike the lab-based HAT studies described above, the studydescribed in this section was conducted in the messy environment of alarge (150 students) introductory calculus-based mechanics course forscience and engineering majors. Given the propensity of novice physicsstudents to rely on equation-based approaches for solving problems, anattempt was made to integrate an intervention in the course that not onlyillustrated a top down conceptual approach to solving problems but thatalso allowed students to actively practice it. The intervention consisted ofstrategywriting, to be described next.3.1. Strategy writingLeonard, Dufresne, and Mestre (1996) devised an instructional intervention,strategywriting, based on expert analyses of problems (see Chi et al.,1981). A strategy was defined for students as a prose paragraph thatdiscussed qualitatively the ‘‘what, why, and how’’ of a problem’s solution.More specifically, students were told that a strategy should (a) select theprinciple(s)/concept(s) that could be applied to solve a problem, (b)provide a justi¢cation for why the principle(s)/concept(s) could be applied,and (c) describe a procedure for applying the principle(s/concept(s) togenerate a solution. (Note that the second component of the strategy isthe illusive tacit knowledge described earlier.) As we hope the reader cansee, this is nearly identical to our operational definition of CPS providedearlier. Other than this general description of what was meant by strategy,the only other guidance given to students on how to write a good strategywas to tell them to apply the following test to the quality of a strategy theymight write: If a student who is stuck solving a problem is provided with a
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Series EditorBRIAN H. ROSSBeckman I
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Academic Press is an imprint of Els
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viContents3. Science of Multimedia
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xContributorsHenry L. Roediger, III
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xiiPrefaceand there has been much e
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xivPrefaceInterventions for improvi
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30 Henry L. Roediger et al.of some
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34 Henry L. Roediger et al.Hasher,
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36 Henry L. Roediger et al.Son, L.
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38 John Sweller1. INTRODUCTIONCogni
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40 John Sweller‘‘baby-talk.’
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42 John Swellerof cognitive or meta
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44 John SwellerTable 1Natural Infor
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46 John Swellerconfigurations. A ch
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48 John Swellerreproduction results
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50 John Swellerto mutation, without
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52 John Swellerusing a complex or,
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54 John SwellerThe human cognitive
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56 John Swellerepigenetic system ha
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58 John SwellerWe can determine lev
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60 John Swellerthan memorizing the
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62 John SwellerTable 2EffectVariabi
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64 John Swelleroccurs when students
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66 John Sweller3.3.3. The Split-Att
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68 John Swellermerely restates the
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70 John SwellerThe expertise revers
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72 John Swellerobtained a reverse m
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74 John Swelleractivities that othe
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76 John SwellerRenkl, A. (2005). Th
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78 Richard E. Mayercognitive theory
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80 Richard E. Mayerpictures beginni
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82 Richard E. MayerThe dualchannelp
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84 Richard E. Mayerlearner selects
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86 Richard E. MayerRosenthal, Rosno
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88 Richard E. MayerGenerative proce
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90 Richard E. Mayer4.2. Evidence-ba
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92 Richard E. Mayersituation could
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94 Richard E. Mayer(Moreno & Mayer,
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96 Richard E. Mayer4.3.1. Segmentin
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98 Richard E. Mayerpresenting the w
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100 Richard E. MayerThe multimedia
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102 Richard E. Mayergame in industr
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104 Richard E. MayerClark, R. C., &
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106 Richard E. MayerMayer, R. E., &
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108 Richard E. MayerSweller, J. (19
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110 Timothy J. Nokes and Daniel M.
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Incorporating Motivation into a The
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CHAPTERFIVEOn the Interplay of Emot
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Implications for Enhancing Academic
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CHAPTERSIXThere Is Nothing So Pract
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There Is Nothing So Practical as a
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CHAPTERSEVENThe Power of Comparison
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The Power of Comparison in Learning
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CHAPTEREIGHTThe Ubiquitous Patterns
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Page 318 and 319: Index 303LLabor in vain, 28Language
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Page 322 and 323: Index 307WWeb-delivered multimedia
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Page 326 and 327: Contents of Recent Volumes 311Under
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