Details
| Original language | English |
|---|---|
| Pages (from-to) | 437-465 |
| Number of pages | 29 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 4 |
| Issue number | 3 |
| Publication status | Published - Nov 2006 |
| Externally published | Yes |
Abstract
Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of "types" and "qualities" of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance. However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named "problem solving relevance vs. structure of discipline", are the types of knowledge and the qualities of knowledge, respectively. The second dimension of knowledge could be named "single knowledge elements vs. organised knowledge units". There are types of knowledge as well as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education are discussed.
Keywords
- Domain-specific knowledge, Expertise research, Physics, Problem solving, Qualities of knowledge, Types of knowledge
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Mathematics(all)
- General Mathematics
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: International Journal of Science and Mathematics Education, Vol. 4, No. 3, 11.2006, p. 437-465.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Types and qualities of knowledge and their relations to problem solving in physics
AU - Friege, Gunnar
AU - Lind, Gunter
N1 - Funding Information: This work was supported by the German Research Foundation (Deutsche Forschungsgemeinschaft, DFG, Grant LI 829/1Y3). The authors are very grateful to David Treagust und two anonymous reviewers for comments to an earlier draft of this manuscript.
PY - 2006/11
Y1 - 2006/11
N2 - Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of "types" and "qualities" of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance. However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named "problem solving relevance vs. structure of discipline", are the types of knowledge and the qualities of knowledge, respectively. The second dimension of knowledge could be named "single knowledge elements vs. organised knowledge units". There are types of knowledge as well as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education are discussed.
AB - Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of "types" and "qualities" of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance. However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named "problem solving relevance vs. structure of discipline", are the types of knowledge and the qualities of knowledge, respectively. The second dimension of knowledge could be named "single knowledge elements vs. organised knowledge units". There are types of knowledge as well as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education are discussed.
KW - Domain-specific knowledge
KW - Expertise research
KW - Physics
KW - Problem solving
KW - Qualities of knowledge
KW - Types of knowledge
UR - http://www.scopus.com/inward/record.url?scp=33750539795&partnerID=8YFLogxK
U2 - 10.1007/s10763-005-9013-8
DO - 10.1007/s10763-005-9013-8
M3 - Article
AN - SCOPUS:33750539795
VL - 4
SP - 437
EP - 465
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 3
ER -