Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

[1]  Paul J. Feltovich,et al.  Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..

[2]  Chandralekha Singh,et al.  Student Understanding of Rotational and Rolling Motion Concepts. , 2005 .

[3]  J. A. Blair,et al.  Fundamentals of Argumentation Theory : A Handbook of Historical Backgrounds and Contemporary Developments , 1997 .

[4]  Robert J. Dufresne,et al.  Coordination of Knowledge in Judging Animated Motion , 2006 .

[5]  Fouad Abd-El-Khalick,et al.  Perceptions of the Nature and ‘Goodness’ of Argument among College Students, Science Teachers, and Scientists , 2011 .

[6]  M. Linn,et al.  Scientific arguments as learning artifacts: designing for learning from the web with KIE , 2000 .

[7]  A. diSessa,et al.  What changes in conceptual change , 1998 .

[8]  I. Galili,et al.  Motion implies force: where to expect vestiges of the misconception? , 1992 .

[9]  Eugenia Etkina,et al.  College Physics Students' Epistemological Self-Reflection and Its Relationship to Conceptual Learning. , 2002 .

[10]  Andrew Elby,et al.  On the Form of a Personal Epistemology , 2002 .

[11]  Michael Weinstock,et al.  The development of epistemological understanding , 2000 .

[12]  Using Warrants As a Window to Epistemic Framing , 2008, 0808.1887.

[13]  Jennifer Wiley,et al.  Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. , 1999 .

[14]  David H. Jonassen,et al.  Engaging and Supporting Problem Solving in Engineering Ethics , 2009 .

[15]  Andrew Elby,et al.  Tapping Epistemological Resources for Learning Physics , 2003 .

[16]  Baruch B. Schwarz,et al.  The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory , 2007 .

[17]  Philip Bell,et al.  Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education , 2008 .

[18]  Andrew Elby.  Helping physics students learn how to learn , 2001 .

[19]  John W. Creswell,et al.  Designing and Conducting Mixed Methods Research , 2006 .

[20]  J. Mestre.  Probing adults' conceptual understanding and transfer of learning via problem posing , 2002 .

[21]  Colin Sharp.  Qualitative Research and Evaluation Methods (3rd ed.) , 2003 .

[22]  J. Osborne,et al.  Supporting and Promoting Argumentation Discourse in Science Education , 2002 .

[23]  J. Osborne,et al.  Establishing the norms of scientific argumentation in classrooms , 2000 .

[24]  L. McDermott,et al.  Investigation of student understanding of the concept of velocity in one dimension , 1980 .

[25]  David H. Jonassen,et al.  Facilitating Case Reuse During Problem Solving , 2007 .

[26]  M. Linn,et al.  How do students' views of science influence knowledge integration? , 1991 .

[27]  E. Michael Nussbaum,et al.  Argument and conceptual engagement , 2003 .

[28]  D. Kuhn.  Science as argument : Implications for teaching and learning scientific thinking , 1993 .

[29]  Shirley Simon,et al.  Learning to Teach Argumentation: Research and development in the science classroom , 2006 .

[30]  Patricia A. Heller,et al.  Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving , 1992 .

[31]  E. Nussbaum,et al.  Promoting Argument-Counterargument Integration in Students' Writing , 2007 .

[32]  Jill H. Larkin,et al.  Teaching general learning and problem‐solving skills , 1976 .

[33]  Grady Venville,et al.  High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? , 2009 .

[34]  A wise strategy for introductory physics , 1986 .

[35]  F. Reif,et al.  Teaching scientific thinking skills: Students and computers coaching each other , 1999 .

[36]  Juan R. Burciaga,et al.  Teaching Physics with the Physics Suite , 2004 .

[37]  Bruce L Sherin,et al.  How Students Understand Physics Equations , 2001 .

[38]  Matthew W. Lewis,et al.  Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..

[39]  R. Duschl,et al.  "Doing the Lesson" or "Doing Science": Argument in High School Genetics , 2000 .

[40]  Frederick Reif,et al.  Understanding Basic Mechanics , 1995 .

[41]  Thomas M. Foster,et al.  Resource Letter RPS-1: Research in problem solving , 2004 .

[42]  Ronald K. Thornton.  Conceptual dynamics: Following changing student views of force and motion , 2008 .

[43]  A. V. Heuvelen,et al.  Learning to think like a physicist: A review of research‐based instructional strategies , 1991 .

[44]  M. Ferguson-Hessler,et al.  Studying Physics Texts: Differences in Study Processes Between Good and Poor Performers , 1990 .

[45]  J. Osborne,et al.  Teaching and Learning Science as Argument , 2010 .

[46]  J. A. Hatch,et al.  Doing Qualitative Research in Education Settings , 2002 .

[47]  N. Denzin,et al.  Introduction: The Discipline and Practice of Qualitative Research. , 2005 .

[48]  L. Hamilton.  Gender Differences on High School Science Achievement Tests: Do Format and Content Matter? , 1998 .

[49]  L. McDermott,et al.  Investigation of student understanding of the concept of acceleration in one dimension , 1981 .

[50]  D. Kuhn,et al.  Effects of Dyadic Interaction on Argumentive Reasoning , 1997 .

[51]  David E. Meltzer,et al.  Relation between students’ problem-solving performance and representational format , 2005 .

[52]  Lauren E. Kost,et al.  Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? , 2007 .

[53]  Catherine H. Crouch,et al.  Reducing the gender gap in the physics classroom , 2006 .

[54]  María Pilar Jiménez-Aleixandre,et al.  Designing Argumentation Learning Environments , 2007 .

[55]  Estelle Gaigher,et al.  Exploring the Development of Conceptual Understanding through Structured Problem‐solving in Physics , 2007 .

[56]  Frederick Reif,et al.  Prescribing Effective Human Problem-Solving Processes: Problem Description in Physics. Working Paper ES-19. , 1984 .

[57]  Philip Nagy,et al.  A comparison of undergraduate test response strategies for multiple-choice and constructed-response questions , 1995 .

[58]  Donna E. Alvermann,et al.  Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. , 1995 .

[59]  David P Maloney,et al.  An Overview of Physics Education Research on Problem Solving , 2011 .

[60]  E. Redish,et al.  Reinventing college physics for biologists: Explicating an epistemological curriculum , 2008, 0807.4436.

[61]  Lauren E. Kost,et al.  Characterizing the gender gap in introductory physics , 2009 .

[62]  Matthew B. Miles,et al.  Qualitative Data Analysis: An Expanded Sourcebook , 1994 .

[63]  Xueli Zou,et al.  Multiple representations of work-energy processes , 2001 .

[64]  Andrew S. Rancer,et al.  Argumentativeness and Verbal Aggressiveness: A Review of Recent Theory and Research , 1996 .

[65]  Lucia Mason,et al.  Prediction of students' argumentation skills about controversial topics by epistemological understanding , 2006 .

[66]  Philip M. Sadler,et al.  Gender differences in introductory undergraduate physics performance: University physics versus college physics in the USA , 2001 .

[67]  D. Caulley.  Qualitative research for education: An introduction to theories and methods , 2007 .

[68]  David Jonassen,et al.  A MODEL FOR DESIGNING PROBLEM-SOLVING LEARNING ENVIRONMENTS * , 2011 .

[69]  David H. Jonassen,et al.  Toward a design theory of problem solving , 2000 .

[70]  Marcia C. Linn,et al.  Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs , 2004 .

[71]  David Hammer,et al.  More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research , 1996 .

[72]  Stanley B. Straw,et al.  The effect of talk and writing on learning science: An exploratory study , 2000 .

[73]  M. McCloskey.  Naive Theories of Motion. , 1982 .

[74]  J. Mestre,et al.  The relation between problem categorization and problem solving among experts and novices , 1989, Memory & cognition.

[75]  Chandralekha Singh,et al.  Helping students learn effective problem solving strategies by reflecting with peers , 2010, 1602.05628.

[76]  Eugenia Etkina,et al.  An Overview of Recent Research on Multiple Representations , 2007 .

[77]  David P. Maloney,et al.  Rule-governed approaches to physics - Newton's third law , 1984 .

[78]  Marc Swadener,et al.  Novice Use of Qualitative versus Quantitative Problem Solving in Electrostatics. , 1991 .

[79]  Anat Zohar,et al.  Fostering students' knowledge and argumentation skills through dilemmas in human genetics , 2002 .

[80]  R. Hake.  Interactive-engagement vs Traditional Methods in Mechanics Instruction* , 1998 .

[81]  H. J. Roossink,et al.  Teaching problem‐solving in physics: a course in electromagnetism , 1982 .

[82]  Dorothea P. Simon,et al.  Expert and Novice Performance in Solving Physics Problems , 1980, Science.

[83]  D. Zeidler.  The central role of fallacious thinking in science education , 1997 .

[84]  Carina M. Rebello,et al.  Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study , 2012 .

[85]  Omer Acar.  Argumentation Skills And Conceptual Knowledge Of Undergraduate Students In A Physics By Inquiry Class , 2008 .

[86]  A. Collins,et al.  Epistemic forms and Epistemic Games: Structures and Strategies to Guide Inquiry , 1993 .

[87]  Noah S. Podolefsky,et al.  When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment , 2005 .

[88]  D. Jonassen,et al.  Arguing to learn and learning to argue: design justifications and guidelines , 2010 .

[89]  Andrew Elby,et al.  Another reason that physics students learn by rote , 1999 .

[90]  L. McDermott,et al.  Resource Letter: PER-1: Physics Education Research , 1999 .

[91]  Robert H. Tai,et al.  Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors , 2007 .

[92]  Martyn Denscombe,et al.  The Length of Responses to Open-Ended Questions , 2008 .

[93]  Andrew Elby,et al.  The impact of epistemology on learning: A case study from introductory physics , 2004 .

[94]  Lillian C. McDermott,et al.  Student understanding of the work‐energy and impulse‐momentum theorems , 1987 .

[95]  E. Guba,et al.  Fourth Generation Evaluation , 1989 .

[96]  David H. Jonassen,et al.  The effects of argumentation scaffolds on argumentation and problem solving , 2002 .

[97]  Patricia A. Heller,et al.  Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups , 1992 .

[98]  Troy D. Sadler,et al.  A threshold model of content knowledge transfer for socioscientific argumentation , 2006 .

[99]  Alan Van Heuvelen,et al.  Playing Physics Jeopardy , 1999 .

[100]  Jennifer Docktor,et al.  Synthesis of Discipline-Based Education Research in Physics. , 2014 .

[101]  David H. Jonassen,et al.  Conceptual Understanding of Causal Reasoning in Physics , 2006 .

[102]  J. F. Voss,et al.  Who Reasons Well? Two Studies of Informal Reasoning Among Children of Different Grade, Ability, and Knowledge Levels , 1996 .

[103]  Jonathan Tuminaro,et al.  Elements of a Cognitive Model of Physics Problem Solving: Epistemic Games. , 2007 .

[104]  Robert J. Dufresne,et al.  Solving physics problems with multiple representations , 1997 .

[105]  Lillian C. McDermott.  Physics by inquiry : an introduction to physics and the physical sciences volume II / Lillian C. McDermott, Peter S. Shaffer and Mark L. Rosenquist , 1995 .

[106]  William A. Sandoval,et al.  What Can Argumentation Tell Us About Epistemology , 2007 .

[107]  D. Goldsmith,et al.  “You Just Don’t Have the Evidence”: An Analysis of Claims and Evidence in Deborah Tannen’s: You Just Don’t Understand , 1999 .

[108]  D. Kuhn.  THE SKILLS OF ARGUMENT , 2008, Education for Thinking.

[109]  Shirley Simon,et al.  Enhancing the quality of argumentation in school science , 2004 .

[110]  Jonathan Tuminaro,et al.  A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics , 2004 .

[111]  David F. Treagust,et al.  Naïve Students’ Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course , 2008 .

[112]  Susan M. Land,et al.  A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions , 2004 .

[113]  Valerie J. Janesick.  The dance of qualitative research design: Metaphor, methodolatry, and meaning. , 1994 .

[114]  Yair Neuman,et al.  Construction of Collective and Individual Knowledge in Argumentative Activity , 2003 .

[115]  S. Toulmin.  The uses of argument , 1960 .

[116]  Helen Raptis,et al.  Gender Differences in Introductory Atmospheric and Oceanic Science Exams: Multiple Choice Versus Constructed Response Questions , 2001 .

[117]  Selma Leitão,et al.  Analyzing Changes in View During Argumentation: A Quest for Method , 2001 .

[118]  Edward F. Redish,et al.  Knowledge organization and activation in physics problem solving , 2007 .

[119]  M. Linn,et al.  Gender differences in verbal ability: A meta-analysis. , 1988 .

[120]  S. Puntambekar,et al.  Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? , 2005 .

[121]  Robert J. Dufresne,et al.  Using qualitative problem‐solving strategies to highlight the role of conceptual knowledge in solving problems , 1996 .

[122]  Effect of Self Diagnosis on Subsequent Problem Solving Performance , 2008, 1603.06647.

[123]  N. Finkelstein,et al.  Patterns of multiple representation use by experts and novices during physics problem solving , 2008 .

[124]  Nichola Park.  Modeling Instruction in High School Physics , 2009 .

[125]  K. Perreault,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2011 .

[126]  J. Osborne,et al.  The place of argumentation in the pedagogy of school science , 1999 .

[127]  Richard C. Anderson,et al.  Influence of Oral Discussion on Written Argument , 2001 .

[128]  Jeffery M. Saul,et al.  Beyond problem solving: Evaluating intro-ductory physics courses through the hidden curricu-lum , 1998 .

[129]  L. S. Vygotksy.  Mind in society: the development of higher psychological processes , 1978 .

[130]  Gunnar Friege,et al.  Types and Qualities of Knowledge and their Relations to Problem Solving in Physics , 2006 .

[131]  Peter S. Shaffer,et al.  TEACHING PHYSICS: Preparing teachers to teach physics and physical science by inquiry , 2000 .

[132]  David Rosengrant,et al.  Multiple-choice test of energy and momentum concepts , 2003, 1602.06497.

[133]  Lili Cui,et al.  College Students' Transfer from Calculus to Physics , 2006 .

[134]  Jose P. Mestre,et al.  Eye-Gaze Patterns as Students Study Worked-out Examples in Mechanics. , 2010 .

[135]  M. Gail Jones,et al.  Science Teacher Attitudes and Beliefs , 2013 .

[136]  David Palmer,et al.  The effect of context on students’ reasoning about forces , 1997 .

[137]  Laura McCullough,et al.  Gender, Context, and Physics Assessment , 2004 .

[138]  Patricia Murphy,et al.  A fair test? Assessment, achievement and equity. , 1994 .

[139]  David Hammer,et al.  Epistemological Beliefs in Introductory Physics , 1994 .

[140]  J. Sweller,et al.  Structuring Effective Worked Examples , 1990 .

[141]  C. Henderson,et al.  Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes , 2009 .

[142]  Douglas B. Clark,et al.  Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions , 2008 .

[143]  J. R. Landis,et al.  The measurement of observer agreement for categorical data. , 1977, Biometrics.

[144]  Troy D. Sadler,et al.  Socioscientific Argumentation: The effects of content knowledge and morality , 2006 .

[145]  Deanna Kuhn,et al.  The development of argument skills. , 2003, Child development.

[146]  Ronald K. Thornton,et al.  Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula , 1998 .

[147]  Elaine Cohen,et al.  Factors influencing the algebra “reversal error” , 2005 .

[148]  N. Denzin.  The research act: A theoretical introduction to sociological methods , 1977 .

[149]  David Hammer,et al.  Student resources for learning introductory physics , 2000 .

[150]  Ibrahim A. Halloun,et al.  Common sense concepts about motion , 1985 .