Problem Solving for Introductory Physics

这个概念验证项目表明，在一门以微积分为基础的入门物理课程中，可以为学生开发一本基于研究的、解决问题的指南，这是教员可以接受的。该项目建立在现有的关于专家和新手解决问题的差异的研究基础上。为了实现我们为学生开发教育材料原型的目标，我们纳入了与以下相关的信息：(1)样本教师对学生问题解决的信念和(2)学生在考试中解决教师提出的问题的困难。整个项目是在明尼苏达大学物理教育小组的部分指导下进行的，明尼苏达大学物理学教职员工也参与了该项目。在我们与合作小组问题解决教学法的广泛工作的基础上，项目成果是：(1)基于微积分的入门物理课程的力学部分的学生问题解决指南原型；(2)完整开发学生综合问题解决指南的计划和附带的教师指南，在不同的地点进行测试和修订。学生解决问题的原型指南可以通过麦格劳-希尔公司的网站(http://www.physics.umn.edu/groups/physed/)、我们的研讨会或直接从出版商那里获得)获得。

This proof of concept project demonstrates that one can develop a research based, problem-solving guidebook for students in a calculus based introductory physics course that is acceptable to faculty teaching the course. The project builds on the existing research on the differences between expert and novice problem solving. To accomplish our goal to develop a prototype of educational materials for students, we incorporate information relating to: (1) the beliefs of a sample of faculty about student problem solving and (2) the difficulty students have solving problems posed by the faculty on examinations. The entire project is under the guidance of part of the University of Minnesota Physics Education Group with the collaboration of University of Minnesota faculty members in physics. Building on our extensive work with cooperative group problem solving pedagogy, the project outcomes are: (1) a prototype student problem solving guidebook for the mechanics component of an introductory calculus based physics course; (2) a plan for the complete development of a comprehensive problem solving guidebook for students and an accompanying faculty guide, tested at diverse sites and revised. The prototype student problem solving guide is available through McGraw-Hill either from our web site (http://www.physics.umn.edu/groups/physed/) , in our workshops, or directly from the publisher.