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Direct linkSchwartz, Daniel L.; Chase, Catherine C.; Oppezzo, Marily A.; Chin, Doris B. – Journal of Educational Psychology, 2011
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical phenomena, they will exhibit poor transfer. Two studies on teaching physics to adolescents compared the effects of "telling" students before and after…
Descriptors: Learning Strategies, Physics, Problem Solving, Word Problems (Mathematics)
Peer reviewedGrimvall, Goran – Physics Teacher, 1995
Provides six short story problems that are solved using common physics concepts. Includes solutions. (MVL)
Descriptors: Higher Education, Mathematical Applications, Misconceptions, Physics
Peer reviewedHewitt, Paul G. – Physics Teacher, 1994
Stresses the importance of teaching physics concepts over having students work on word problems. (MVL)
Descriptors: Higher Education, Learning Strategies, Physics, Problem Solving
Peer reviewedTirosh, Dina; Stavy, Ruth – School Science and Mathematics, 1992
Reports a study to examine secondary school students' (n=200) responses to two figurally and spatially similar problems from mathematics and science that require different responses before and after instruction. Results indicated that most students gave the same response to both questions. Reasons for this pattern are discussed. (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Context Effect, Grade 10
Download full textReusser, Kurt – 1986
This paper reports research into the linguistic and extra-linguistic or social-cognitive structure of problem presentation contexts. The effects of textual and social syntax were investigated, including the specific structure of the problem text by which situations, processes, actions, and number relations are implicitly or explicitly expressed,…
Descriptors: Context Clues, Critical Reading, Deduction, Educational Sociology
Choate, Joyce S., Ed. – 1993
This book of 16 chapters by various contributors is intended to assist teachers to translate theory into practical classroom strategies for mainstreaming children with disabilities. It includes guidelines for the detection of 101 special needs and more than 1000 corrective strategies. Chapters have the following titles and authors: "Teaching All…
Descriptors: Arithmetic, Classroom Techniques, Diagnostic Teaching, Disabilities
