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Conceptual Problem Solving in Physics 287[(Figure_7)TD$FIG]Figure 7Sample solution formatted as two columns.implementation to discuss key aspects of the approach and receive implementationguidelines. At every school the CPS approach was compared to‘‘traditional’’ problem solving practices that emphasize equations andmathematical procedures. At School A this comparison was madebetween a single teacher’s classes over multiple years, at School B therewere multiple classes taught by the same teacher, and at School C therewere two different teachers (a CPS teacher and a control teacher). Toensure flexibility, only non-Advanced Placement physics courses wereused in this study.There were differences in the teachers’ knowledge of physics and theirteaching experience. The student populations at each school varied aswell. For example, School A was a small suburban high school with an
288 Jose P. Mestre et al.experienced physics teacher and an affluent, high-achieving student population.School B was a rural high school at which the teacher wasteaching physics (out-of-field) for only the second time, and the studentpopulation was primarily low income. School C is a high school in a smallcity with a diverse student body at which the teacher has a strong backgroundin physics but typically teaches math classes.4.2.2. Teacher ImplementationAs stated above, the high school teachers were given minimal guidance onhow to implement the CPS approach during problem solving instruction.They had the freedom to select problems from the samples they wereprovided, to decide how to model the approach for students, to structurein-class activities, and to choose how to assess students’ understanding ofthe approach and assign grades. This flexibility was intended to permitteachers to adapt the approach to fit their instructional style and thespecific needs of their students. Information about the teachers’ implementationwas drawn from researcher observations of their classes andself-descriptions of their teaching during a debriefing discussion withresearchers at the conclusion of the study.During the debriefing sessions, the CPS teachers reported that theydevoted approximately two class periods to the approach for each 2- to 3-week unit during the fall semester (the units covered motion with constantacceleration, Newton’s laws, work/energy, and impulse/momentum). Ingeneral they would provide students with instructions for writing a strategy,show an example, and then ask students to try it on their own or withother students working in groups while they provided in-class assistanceand feedback. Typically each exam included one problem that requiredstudents to use the approach, which was graded and contributed to theirsemester grades. In addition to problem solving, class time was also spenton activities such as lecture, demonstrations, laboratories, and exams.Specific features of the teachers’ implementations are described below.Being an experienced teacher, Teacher A used his own established setof problems and required students to write strategies for between onethirdand one-fourth of their assigned homework problems. He typicallyused the approach with more advanced problems (multiple steps, moreadvanced mathematics, or a combination of multiple principles) andutilized the two-column solution format in an informal way. In contrast,relatively inexperienced Teacher B relied exclusively on researchers’samplematerials and copied the strategies word-for-word when writing onthe board. Students were provided with blank worksheet templates forwriting strategies and two-column solutions and frequently worked witha partner or small group. In the control section of the class Teacher B usedthe same problems but formatted them in an equation-focused way.Teacher C used a mix of the researchers’ problems and his own, and
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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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2 Henry L. Roediger et al.delayed t
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10 Henry L. Roediger et al.seems so
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16 Henry L. Roediger et al.improved
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22 Henry L. Roediger et al.9. BENEF
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24 Henry L. Roediger et al.subjects
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26 Henry L. Roediger et al.feedback
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28 Henry L. Roediger et al.supporti
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30 Henry L. Roediger et al.of some
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32 Henry L. Roediger et al.Benefit
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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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The Ubiquitous Patterns of Incorrec
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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
Page 324 and 325: CONTENTS OF RECENT VOLUMESVolume 40
Page 326 and 327: Contents of Recent Volumes 311Under
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