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The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools
Thesis (PhD (Science Education))--University of Pretoria, 2007.
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University of Pretoria
2013
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| _version_ | 1867613652925808640 |
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| access_status_str | Open Access |
| author2 | Braun, Max Willi Hermann |
| author_browse | Braun, Max Willi Hermann |
| author_facet | Braun, Max Willi Hermann |
| collection | Thesis |
| dc_rights_str_mv | © 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Science Education))--University of Pretoria, 2007. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/26554 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:33.692Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/26554 The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools Braun, Max Willi Hermann Rogan, John M. egaigher@gk.up.ac.za Gaigher, Estelle Disadvantaged schools Physics Problem-solving UCTD Thesis (PhD (Science Education))--University of Pretoria, 2007. This study extended existing research on structured problem solving into disadvantaged South African classrooms. Sixteen disadvantaged urban South African high schools participated in a quasi-experimental study to investigate the effect of a structured problem solving strategy in physics on performance and conceptual understanding. The schools were disadvantaged with regard to standards set by the apartheid education system as well as by instruction in English, the second language of the students and most of the teachers. The problem solving strategy incorporated the use of different representations, group work, verbal arguments, written explanations, planning and interpretation of solutions. The strategy was implemented by a cascading model, where the researcher interacted with the teachers, while the teachers interacted with students. The treatment was non-disruptive of the normal school routine. The problem solving strategy was applied throughout the year while learning new content; there were no extra classes or additional work for learners. Normal classroom tests and examinations were utilized as sources of quantitative data. The treatment group outperformed the control group by 8 % in the midyear examination; this increased average score was statistically significant at the .001 level, indicating enhanced problem solving skills. Evidence of enhanced conceptual understanding was found by analyzing solutions presented in the midyear examination, videotaped problem solving and responses to questionnaires. Two new techniques were developed to assess conceptual understanding. Firstly, “solutions maps” were constructed for specific examination problems. These maps were visual representations of concepts, formulae, assumptions, substitutions and numerical answers presented by students. The popularity of various routes on the maps was compared for the two groups as a measure of differences in conceptual understanding. Secondly, a “conceptual index” was defined to quantify the extent to which a group of students used a conceptual approach in their solutions, as opposed to an algebraic approach. Learners and teachers regarded the structured problem solving strategy as a viable practice, they believed the students’ problem-solving skills were improved and they commented on the value of the strategy as a facilitator of understanding the language and concepts of physics. Teachers also believed that their own problem solving skills improved. Greeno’s model for scientific problem solving and reasoning was incorporated to explain the effect of structured problem solving on performance and conceptual understanding. Two complementary theories were offered to explain the results of the study. It was proposed that implementing the strategy fostered (1) the co-development of conceptual understanding and problem solving skills, and (2) the development of a conceptual approach to problem solving. Implementation of structured problem solving is a small intervention aimed at developing new habits of problem solving. In the South African context, it can make a significant contribution towards the enhancement of learning and teaching physics in disadvantaged schools. Physics unrestricted 2013-09-07T06:33:55Z 2006-02-02 2013-09-07T06:33:55Z 2004-12-03 2007-02-02 2006-02-02 Thesis Gaigher, E 2004, The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/26554 > http://hdl.handle.net/2263/26554 http://upetd.up.ac.za/thesis/available/etd-02022006-160908/ © 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Disadvantaged schools Physics Problem-solving UCTD The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title | The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title_full | The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title_fullStr | The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title_full_unstemmed | The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title_short | The effect of a structured problem solving strategy on performance and conceptual understanding in physics : a study in disadvantaged South African schools |
| title_sort | effect of a structured problem solving strategy on performance and conceptual understanding in physics a study in disadvantaged south african schools |
| topic | Disadvantaged schools Physics Problem-solving UCTD |
| url | http://hdl.handle.net/2263/26554 http://upetd.up.ac.za/thesis/available/etd-02022006-160908/ |