Wj. Leonard et al., USING QUALITATIVE PROBLEM-SOLVING STRATEGIES TO HIGHLIGHT THE ROLE OFCONCEPTUAL KNOWLEDGE IN SOLVING PROBLEMS, American journal of physics, 64(12), 1996, pp. 1495-1503
We report on the use of qualitative problem-solving strategies in teac
hing an introductory, calculus-based physics course as a means of high
lighting the role played by conceptual knowledge in solving problems.
We found that presenting strategies during lectures and in homework so
lutions provides an excellent opportunity to model for students the ty
pe of concept-based, qualitative reasoning that is valued in our profe
ssion, and that student-generated strategies serve a diagnostic functi
on by providing instructors with insights on students' conceptual unde
rstanding and reasoning. Finally, we found strategies to be effective
pedagogical tools for helping students both to identify principles tha
t could be applied to solve specific problems, as well as to recall th
e major principles covered in the course months after it was over. (C)
1996 American Association of Physics Teachers.