Variables involved in physics problem-solving by tenth-graders in Thailand
Abstract
The purpose of this study was to investigate the variables involved and the difficulties encountered by Thai students in solving physics problems. The subjects were 70 tenth-grade volunteers in one school in Thailand. Data were obtained by means of testing, the "think-aloud" interview, clinical interview, and classroom observation. The major findings were as follows: (1) Problem-solving achievement had a fairly high correlation with mechanics conceptual understanding, mathematical skills, problem representation and organization (r $\geq$ 0.80). Problem representation best predicted achievement in solving physics problems. (2) The following problem-solving variables: cognitive development, conceptual understanding, mathematical skills, problem representation, organization, use of heuristics, evaluation and persistence significantly differentiated, beyond the 0.10 level, between successful and unsuccessful problem solvers. (3) There was no significant difference between boys and girls with regard to all problem-solving variables except conceptual understanding and use of heuristics. (4) Sixty-three percent of 16-year-old Thai students have not reached the formal operational level of intellectual development. Formal thinkers outperformed transitional and concrete thinkers with regard to physics problem solving. (5) There was a significant difference, beyond the 0.10 level, among patterns of participation with regard to problem-solving achievement. Active-engaged subjects outperformed passive-engaged and off-task subjects. (6) The difficulties that Thai students encountered in solving physics problems were associated with inability to demonstrate logical thinking, misconceptions, failure to construct appropriate problem representation, application of a poorly understood algorithm and simple mathematical errors. It was concluded that significant problem-solving variables and behaviors found in the United States of America hold also in Thailand. It appears that the difference in culture does not influence strategies used to solve problems. It was suggested that the teaching of physics problem solving emphasize problem representation, as well as evaluation of the solution process.
Degree
Ph.D.
Advisors
Neie, Purdue University.
Subject Area
Science education
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