R. Ploetzner et al., Learning to relate qualitative and quantitative problem representations ina model-based setting for collaborative problem solving, J LEARN SCI, 8(2), 1999, pp. 177-214
In an experimental study, we investigated how 10th graders acquire, extend,
and successively relate knowledge about qualitative and quantitative aspec
ts of classical mechanics. The study was made up of 2 main phases. In the I
st phase, students were taught either qualitative or quantitative aspects o
f classical mechanics by means of 2 different instructional units. In both
units, concept maps were used for the presentation of information. In the 2
nd phase, dyads were formed with students who worked on different instructi
onal units and thus possessed systematically different knowledge. The 2 stu
dents collaboratively worked on problems that were beyond the competence of
each of them and demanded the coordinated use of knowledge about qualitati
ve and quantitative aspects. Before and after the instruction as well as af
ter the collaborative problem solving, students had to work on multicompone
nt tests. In addition, during the collaborative problem solving, protocols
were taken of the students' mutual exchange of information. An analysis of
the multicomponent tests revealed that qualitative as well as quantitative
knowledge can successfully be taught by means of concept maps. Students who
initially were taught qualitative aspects of physics gained significantly
more from the information provided by their quantitatively instructed partn
ers during the collaborative problem solving than the other way around. An
analysis of individual problem-solving attempts uncovered that students lea
rned to construct increasingly more complete qualitative and quantitative p
roblem representations. An explorative protocol analysis of the students' d
ialogues further indicated that the students gradually shifted their focus
from quantitative to qualitative problem representations during collaborati
ve problem solving.