Browse > Article

Analysis of Physics Problem Solving Processes of High School Students to Qualitative and Quantitative Problems  

Park, Yune-Bae (Kyungpook National University)
Cho, Yoon-Kyung (Kyungpook National University)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.4, 2005 , pp. 526-532 More about this Journal
Abstract
The purpose of this study was to analyze physics problem solving processes to qualitative and quantitative problems in the area of 'Force and Motion' in high school science. The students who have already learned the area of 'Force and Motion' during the first semester of 10th grade have taken physics test to choose students who have basic knowledge of physics. Eight students were selected. After explaining the purpose and the procedure of this study, think-aloud method was instructed to the students, and the students practiced it. After that, the students solved three problems in each quantitative and qualitative type. Then, the questionnaire of belief system on physics and physics problem solving and the prerequisite knowledge test were administered. By recording the students' solving processes, protocol was made and analyzed. After solving problems, the students expressed their confidence, intimacy, and preference. Quantitative problems needed much time at planning step than qualitative problems did. Moreover, solving time was longer and repeating frequency was more than those of qualitative problems. It seemed because even though the students qualitatively knew the answer, they should determine the given quantitative conditions, consider formulae, and recall the specific numbers. Since the students usually got access to many quantitative items in their physics study, they were accustomed to solve problems by using formulae. In addition, they put confidence in formulae, so they tended to solve problems quantitatively. As the result, they preferred quantitative problems to qualitative problems.
Keywords
problem solving; physics; qualitative and quantitative problem; think-aloud method; protocol analysis;
Citations & Related Records
연도 인용수 순위
  • Reference
1 박학규, 이용현 (1993). 물리 문제해결과정에서 중학생들의 사고 과정의 특성 분석. 한국과학교육학회지, 13(1),31-47
2 Ericsson, K.A., & Simon, H.A. (1984). Protocol analysis. Cambridge, MA: MIT Press
3 Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Models of competence in solving physics problems. Cognitive Science, 4, 317-345   DOI   ScienceOn
4 McMillan III, C. & Swadener, M. (1991). Novice use of qualitative versus quantitative problem solving in electrostatics. Journal of Research in Science Teaching, 28, 661-670   DOI
5 김상동 (1998). 학생들의 인지양식에 따른 역학에 관한 정성적 문항과 정량적 문항의 난이도 비교. 한국교원대학교 대학원 석사학위논문
6 양혜정 (1994). 전기회로에 관한 정성적 문항과 정량적 문항의 난이도 비교. 한국교원대학교 대학원 과학교육학과 석사학위논문
7 박윤배 (1991). 역학문제해결에 있어서의 오류 유형. 물리교육, 9(1), 14-23
8 Polya, G. (1957). How to solve it(2nd Ed.), Garden City, N.Y. : Doubleday & Company, Inc.
9 홍미영 (1995). 문제와 문제해결자의 특성이 화학 문제해결에 미치는 영향. 서울대학교 대학원 과학교육과 박사학위논문
10 박학규, 권재술 (1994). 물리 문제해결과정에서의 학생들의 사고 과정에 관한 연구. 한국과학교육학회지, 14(1), 85-102
11 홍미영, 박윤배 (1995). 문제의 특성에 따른 대학생들의 화학 문제해결 과정의 차이 분석. 한국과학교육학회지, 15(1), 80-91   과학기술학회마을