Physics instructors perceptions of learning and teaching problem solving
Dr. Edit Yerushalmi, Department of science teaching,Weizmann Institute of Science,
Prof. Kenneth Heller, Department of Physics, University of Minnesota, MN, USA
Prof. Patricia Heller, Department of Curriculum & Instruction, University of Minnesota, MN, USA
Prof. C. Henderson, Physics Department, Western Michigan University, MI, USA
Prof. Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburg, USA
Postdocs and students
Marshman, Emily Megan, Ph.D. Student, Department of Physics, University of Minnesota, MN, USA
Dr. Alexandru Maries, Post-doctoral fellow, Department of Physics, University of Minnesota, MN, USA
Dr. Shih Yin Lin, Ph.D. Student, Department of Physics and Astronomy, University of Pittsburg, USA (Currently Post-doctoral
fellow at the physics department, Georgia Institute of Technology)
Mr. William Mammudi, Ph.D. Student, Physics Department, Western Michigan University, MI, USA
Dr. Elisheva Cohen, Post-doctoral fellow, Currently Lecturer at David Yellin College, Jerusalem; MECHINA, the Hebrew
University of Jerusalem; and MY College, Or-Yehuda
Instructors’ knowledge and beliefs related to the learning and teaching of problem solving were studied via artifact based interviews and surveys. In particular: what learning processes do instructors perceive as useful in the context of problem solving? What are their practices and attitudes towards instruction intended to support students’ learning through problem solving? The participants were Physics faculty in a previous study, and teaching assistants and high school teachers are involved in ongoing research projects. The findings regarding faculty reveal competing values (i.e. facilitating problem solving as an exploration process conflicts with values of clarity of presentation and with minimizing student stress). These findings are instrumental in identifying areas that require professional development interventions.
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