ASSESSING COLLEGE STUDENTS' TRANSFER OF LEARNING FROM CALCULUS TO PHYSICS USING NON-TRADITIONAL PROBLEMS +

This research investigated students’ transfer of learning from calculus courses to an introductory physics course using non-traditional physics Jeopardy problems. We used semi-structured think-aloud interviews to assess the extent to which students transfer their calculus knowledge when solving Jeopardy problems. Jeopardy problems present interviewees with an intermediate step in the form of a mathematical integration and ask students to come up with a physical scenario relevant to the integral provided. Results indicate that students often had difficulty taking apart the given problem and constructing the corresponding physics situation.