Problem Solving for Introductory Physics

这个概念项目证明，人们可以开发一个基于研究的，解决问题的指导手册，为学生在微积分基础上介绍物理课程，是可以接受的教师教学的过程。该项目建立在现有的研究专家和新手之间的差异解决问题。 为了实现我们的目标，为学生开发一个原型的教育材料，我们将有关信息：（1）的信念的样本教师对学生的问题解决和（2）的困难学生解决问题的教师在考试中提出的。 整个项目是在明尼苏达大学物理教育小组的部分指导下，与明尼苏达大学物理系教师合作。 基于我们在合作小组问题解决教学法方面的广泛工作，该项目的成果是：（1）基于微积分的物理学入门课程力学部分的原型学生问题解决指南;（2）为学生和随行教师指导的全面问题解决指南的完整开发计划，在不同地点进行测试并进行修订。 学生问题解决指南的原型可以通过McGraw-Hill从我们的网站（http：//www.physics.umn.edu/groups/physed/），我们的研讨会，或直接从出版商处获得。

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.