How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities |
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Authors: | Henk J. Pol Egbert G. Harskamp Cor J.M. Suhre Martin J. Goedhart |
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Affiliation: | 1. University Centre for Learning and Teaching, University of Groningen, Groningen, P.O. Box 800, 9700 AV Groningen, The Netherlands;2. Faculty of Mathematics and Natural Sciences, University of Groningen, Groningen, The Netherlands;3. Groningen Institute for Educational Research, University of Groningen, Groningen, The Netherlands |
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Abstract: | This study investigates the effectiveness of computer-delivered hints in relation to problem-solving abilities in two alternative indirect instruction schemes. In one instruction scheme, hints are available to students immediately after they are given a new problem to solve as well as after they have completed the problem. In the other scheme, hints are only available as worked out problems after students have finished their solution. The instruction schemes are supplied by means of a web-based program, Physhint, which supports the development of strategic knowledge [Pol, H. J., Harskamp, E. G., & Suhre, C. J. M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24, 1156–1178]. This program supports novice problem solvers while undertaking physics problems concerned with forces by providing hints structured in accordance with Schoenfeld’s episodes [Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching (pp. 224–270). New York: McMillan Publishing]. |
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Keywords: | Applications in subject areas Architectures for educational technology systems Evaluation of CAL systems Secondary education Teaching/learning strategies |
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