Abstract
We studied the impact of metacognitive reflections on recently completed work as a way to improve the retention of newly-learned problem-solving techniques. Students video-recorded themselves talking through problems immediately after finishing them, completed ongoing problem-solving strategy maps or problem-sorting exercises, and filled out detailed exam wrappers. We assessed students' problem-solving skillfulness using a combination of validated instruments and final exam questions scored using a rubric that targets problem-solving best practices. We found a small but significant difference between the rubric score distributions for the control and treatment groups. However, a multiple ordered logistic regression using treatment and Force Concept Inventory (FCI) pre-test score as predictors showed that this difference is better explained by the latter. The surprising impact of conceptual preparation on problem-solving skill suggests two things: the importance of remediation for students with insufficient conceptual understanding and the need to consider problem-solving interventions in the context of students' conceptual knowledge base.
Highlights
Two learning goals are ubiquitous in an introductory physics course: the ability to reason qualitatively using physics and the development of quantitative and problemsolving skills
A multiple ordered logistic regression using treatment and Force Concept Inventory (FCI) pretest score as predictors showed that this difference is better explained by the latter
Since the odds ratio attributed to a variable is the best representation of its relative effect size, such a result would mean that while both variables are significant predictors of rubric score, presence in the treatment group has an obviously larger effect on score, which is an encouraging possibility
Summary
Two learning goals are ubiquitous in an introductory physics course: the ability to reason qualitatively using physics and the development of quantitative and problemsolving skills. On the other hand, organize information after reading a problem [17], plan their solutions before beginning [15], classify problems according to major principles [18], and move between multiple representations [19]. They access higherorder organizational structures to reduce the cognitive load
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