Developing multi-representational problem solving skills in large, mixed-ability physics classes

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dc.contributor.advisorBuffler, Andyen_ZA
dc.contributor.authorLeigh, Gregoren_ZA
dc.date.accessioned2014-08-13T20:08:13Z
dc.date.available2014-08-13T20:08:13Z
dc.date.issued2004en_ZA
dc.descriptionIncludes bibliographical references (leaves 135-139).en_ZA
dc.description.abstractFirst time entering students at South African technikons (even those enrolling for science courses) are typically characterised by having poor numeracy and problem solving skills coupled with poor attitudes towards learning physics. Their secondary education experience of physics has left them with little fondness or appreciation for the subject, which they perceive as a purely formula-driven, mathematical discipline with little or no connection to either their everyday experiences or their future careers.Poor first year pass rates at technikons are but one consequence of such attitudes and under-preparedness. Inappropriate epistemologies hamper life-long learning by precluding students from developing conceptual mastery and from assimilating valuable generic skills such as problem solving. To address this situation, and the declining pass rates among Physics 1 students at the Cape Technikon, a new, research-based teaching strategy was introduced for the first year physics course in which multi-representational problem solving approaches were explicitly developed in order to provide an underlying foundation for the physics. It was found that more students were able to make appropriate use of the mathematical formulae needed to numerically solve a physics question after progressing through a series of non-mathematical representations of the particular problem situation. It was found that, as students’ confidence improved, so too did their attitudes towards the subject. Post course testing showed a shift towards a more positive view of learning physics which also manifested itself in a higher pass rate in the Physics 1 course.en_ZA
dc.identifier.apacitationLeigh, G. (2004). <i>Developing multi-representational problem solving skills in large, mixed-ability physics classes</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Physics. Retrieved from http://hdl.handle.net/11427/6533en_ZA
dc.identifier.chicagocitationLeigh, Gregor. <i>"Developing multi-representational problem solving skills in large, mixed-ability physics classes."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Physics, 2004. http://hdl.handle.net/11427/6533en_ZA
dc.identifier.citationLeigh, G. 2004. Developing multi-representational problem solving skills in large, mixed-ability physics classes. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Leigh, Gregor AB - First time entering students at South African technikons (even those enrolling for science courses) are typically characterised by having poor numeracy and problem solving skills coupled with poor attitudes towards learning physics. Their secondary education experience of physics has left them with little fondness or appreciation for the subject, which they perceive as a purely formula-driven, mathematical discipline with little or no connection to either their everyday experiences or their future careers.Poor first year pass rates at technikons are but one consequence of such attitudes and under-preparedness. Inappropriate epistemologies hamper life-long learning by precluding students from developing conceptual mastery and from assimilating valuable generic skills such as problem solving. To address this situation, and the declining pass rates among Physics 1 students at the Cape Technikon, a new, research-based teaching strategy was introduced for the first year physics course in which multi-representational problem solving approaches were explicitly developed in order to provide an underlying foundation for the physics. It was found that more students were able to make appropriate use of the mathematical formulae needed to numerically solve a physics question after progressing through a series of non-mathematical representations of the particular problem situation. It was found that, as students’ confidence improved, so too did their attitudes towards the subject. Post course testing showed a shift towards a more positive view of learning physics which also manifested itself in a higher pass rate in the Physics 1 course. DA - 2004 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2004 T1 - Developing multi-representational problem solving skills in large, mixed-ability physics classes TI - Developing multi-representational problem solving skills in large, mixed-ability physics classes UR - http://hdl.handle.net/11427/6533 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6533
dc.identifier.vancouvercitationLeigh G. Developing multi-representational problem solving skills in large, mixed-ability physics classes. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Physics, 2004 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6533en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Physicsen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPhysicsen_ZA
dc.titleDeveloping multi-representational problem solving skills in large, mixed-ability physics classesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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