An investigation of students' approaches to problem solving in physics courses

The purpose of this study was to investigate problem solving approaches of students in physics courses in Debre Markos College of Teacher Education in 2012/13 academic year. The study was conducted realizing the fact that problem solving is a process that provides a context for meaningful learning of concepts and skills & is the main part of learning physics. The New Education and Training Policy, in general, aimed at strengthening citizens’ and the society’s problem solving capacity at all levels of schooling starting from basic education. The study used 22 second year physics regular students as subjects of the study out of 97 students. The samples were selected using purposive sampling techniques by their first semester Electricity & Magnetism (Phys 201) and Waves & Optics (Phys 261) mid-exam workout problems score. Data relevant to the study were collected using close & open ended questionnaire from the sample students, review of students’ mid-exam papers, and focused group discussion with students and their physics instructors. The close ended questionnaire consisted of 35 items which were Likert- type and with 5 scales adapted from literature. The items were translated into Amharic language (Local Language) to control language barrier by the researcher and were commented by two English instructors who hold M.A in English language. The open ended questionnaire consisted of 3 items to investigate categories of problem solving approaches of students. The focused group discussion was undertaken with students to identify their approaches of problem solving in physics and what made them to solve problems the way they did. On the other hand, the focused group discussion with physics instructors was held to investigate how instructors solve problems in the classroom. In addition, data were collected from review of mid-exam papers by two raters (the researcher and another physics instructor). Quantitative and qualitative data analysis techniques were employed. Data collected from close ended questionnaires were fitted into four problem solving steps designed by Polya (1957) and analyzed quantitatively. Data collected from review of mid-exam papers were analyzed both quantitatively and qualitatively whereas data collected from open ended questionnaire and focused group discussion were analyzed qualitatively. The results of the study revealed that students didn’t use scientific approach while solving problems in physics courses. They concentrated on mere mathematical calculations and finding and reporting of solutions was found to be low. Understanding the problem was found to be low when compared to mathematical calculations. Based on the conclusions drawn from analyzing and interpreting the data collected, some recommendations and implications for further research ideas were also forwarded.

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