Context-rich Problems Research Articles

The Effects of Context-Rich Problems on Motivation and Learning in Mechanical Physics

This study examines the effects of the pedagogical use of context-rich problems on motivation and learning, as compared to traditional problems, in mechanical physics courses at the college level. The results indicate that the treatment has appreciable outcomes on conceptual learning gain, on the perception of task value and on a perceived sense of competence. Moreover, the affected motivational variables exhibit a considerable positive correlation with learning gain. A linear regression analysis shows that the best predictors of learning gain are perceived sense of competence and interest. The former acts as the main learning gain predictor when the theme of the problem is imposed by the teacher, whereas the latter becomes the best predictor when students can choose the theme among different possibilities, situations that seem to be more conducive to learning gain. Therefore, offering a choice of themes, while using context-rich problems, appears to increase the students’ emotional reactions, making this pedagogical device a promising tool for achieving learning gains.

The value of using different types of physics problems to help students become proficient problem-solvers

During a professional development course for graduate student teaching assistants (TAs), a question was asked–would you use a context-rich problem (presented via a narrative set in a real-world context, not broken into parts and sometimes even without an explicit question) in an introductory physics class, and if so, how? One graduate TA’s sentiment appeared to resonate with most of the other TAs in the class, ‘I will not use this at all.’. Though more experienced in teaching, physics faculty often share this point of view–less than half of interviewed faculty members indicated they appreciated yet would not use such a problem. But if we want students to become proficient problem-solvers, should we not employ a comprehensive toolbox containing a wide variety of problem-types? Is there not a place for a context-rich problem in our teaching or are we overlooking the benefits and utility of problems such as these? Evidence continues to suggest that TAs and faculty alike both appear to be reluctant to adopt some types of physics problems in their teaching, while relying almost completely on just a couple types of problems. Based upon education research data, we believe it is time to broaden those horizons.

Teaching physics in real-life contexts: the Beirut explosion

Teaching physics in real-life contexts continues to be a challenge for teachers at different educational levels. In this article, three context-rich problems are proposed to be implemented in the classroom for higher education, using the explosion that occurred in Beirut as a case study. These problems require the search and analysis of real data, integrating technologies as tools to learn physics. In particular, the analysis of images, videos, maps and audio recordings is suggested. The proposed activities are designed to promote active learning of classical mechanics subjects and the development of collaborative skills. The results of each problem allow a discussion based on scientific evidence in the classroom.

Benefits of using context while teaching differential equations

Differential equations are an important mathematical concept used to model processes in many disciplines. However, the literature shows that students experience many difficulties when studying this topic. We investigate the effect of using context while teaching differential equations on engineering students' ability to construct and interpret differential equations. We use a pretest posttest quasi-experimental design with an experimental and a control group. The experimental group is offered context-rich problems in which the construction of a differential equation and the interpretation of its solution in the given context is emphasized, while the control group is offered problems that mostly lack context and focus on procedural knowledge and skills only. The study shows that offering context-rich problems results in students being more skilled in the construction and interpretation of differential equations. Furthermore, it seems that the progress of students in these skills is not at the expense of procedural knowledge. According to our results, high performing students benefit the most from an approach that does not only focus on procedures. Finally, this approach seems to be effective in eliminating the misconception concerning the interpretation of the derivative in a differential equation as a change of amount instead of a rate of change.

Characterizing active learning environments in physics using latent profile analysis

The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here, we use COPUS observations to record student and instructor activities in six known styles of active learning in physics, and use latent profile analysis to classify these observations. Latent profile analysis using two profiles successfully groups COPUS profiles into interactive lecturelike and other. Five latent profiles successfully sorts observations into interactive lecturelike, Modeling Instruction, ISLE labs, context-rich problems labs, and recitationlike or discussionlike. This analysis serves as a proof of concept, and suggests instructional differences across pedagogies that can be further investigated using this method.Received 10 May 2021Accepted 5 January 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.010113Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional strategiesLearning environmentProfessional TopicsLower undergraduate studentsPhysics Education Research

Measuring the derivative using surfaces

Abstract Students need a robust understanding of the derivative for upper-division mathematics and science courses, including thinking about derivatives as ratios of small changes in multivariable and vector contexts. In Raising Calculus to the Surface activities, multivariable calculus students collaboratively discover properties of derivatives by using tangible tools to solve context-rich problems. In this paper, we present examples of student reasoning about derivatives during the first of a sequence of three Raising Calculus activities. In this sequence, students work collaboratively on dry-erasable surfaces (tangible graphs of functions of two variables) using an inclinometer, a tool that can measure derivatives in any direction on the surfaces, to invent procedures to determine derivatives in any direction. Since students are not given algebraic expressions for the underlying functions, they must coordinate conceptual and geometric notions of derivatives, building on their understandings from introductory differential calculus. We discuss examples of student reasoning that demonstrate how the activity supports student realization of the need to define a path, attend to direction and the orientation of the coordinate axes and recognize covariation between related quantities. This first activity enables students to initially recognize the ratio of small changes approach to derivatives. We briefly describe how students utilize the ratio of small changes approach in subsequent activities as they measure partial derivatives on surfaces (using an inclinometer) and on contour maps.

Making introductory economics more relevant: Using personalized connections to introduce environmental economics

Instructors have used real-world problems in introductory economics classrooms for over three decades, but today’s students continue to perceive that economics is not relevant for their lives. I provide three teaching modules associated with pollution externalities designed to improve student perceptions of relevance and make the study of environmental problems “more useful for more people.” I provide a new context-rich problem that helps students make a personal connection with local environmental quality indicators. Two additional modules are included. The second module engages students with the interdisciplinary field of environmental justice. The third module explains how a Nobel Prize winner Ronald Coase’s influential and controversial insight about reciprocal harm can help encourage critical thinking about negative externalities in a world with transaction costs. In such a world, the module focuses on the legal system's role and Coase’s overlooked view that factors other than efficiency should be considered. Finally, I include supplementary materials and tips for instructors wishing to use one or more modules in their classrooms.

Physics teaching assistants’ views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems

Teaching assistants might not recognize value of common types of assessment items, including multiple-choice and context-rich problems.

Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

Group Work Tests for Context-Rich Problems

The group work test is an assessment strategy that promotes higher-order thinking skills for solving context-rich problems. With this format, teachers are able to pose challenging, nuanced questions on a test, while providing the support weaker students need to get started and show their understanding. The test begins with a group discussion phase, when students are given a “number-free” version of the problem. This phase allows students to digest the story-like problem, explore solution ideas, and alleviate some test anxiety. After 10–15 minutes of discussion, students inform the instructor of their readiness for the individual part of the test. What follows next is a pedagogical phase change from lively group discussion to quiet individual work. The group work test is a natural continuation of the group work in our daily physics classes and helps reinforce the importance of collaboration. This method has met with success at York Mills Collegiate Institute, in Toronto, Ontario, where it has been used consistently for unit tests and the final exam of the grade 12 university preparation physics course.

PENGEMBANGAN KARAKTER RELIGIUS SISWA MELALUI PENERAPAN CONTEXT RICH PROBLEMS YANG TERINTEGRASI DALAM PEMBELAJARAN KIMIA PADA MATERI IKATAN KIMIA

The concept of chemistry is difficult and complicated because it is abstract. Students are encouraged to have a religious mindset. The current learning process in chemistry subjects is still teacher-centered. Different students' understanding needs to be addressed. Therefore, low-ability students can not understand the concepts; consequently the students' learning outcomes and mindset are less religious while learning chemistry. An effort for students to think religiously and improve student learning outcomes is through the use of learning methods and adequate learning resources to improve learning activities and students more active in the learning process. This problem can be solved by developing the 'religious character' of students through the application of Context Rich Problems. This research is PTK (class action) with qualitative and quantitative approach. This research was conducted in MA Nahdlatus Shaufiah Wanasaba. Sampling using simple technique. The sample of the research is the students of class X. The results show that, the religious character and learning outcomes from cycle to cycle have increased. The average score of the students' religious characters in the first cycle was 66.67% and the second cycle was 94.63%. The completeness of each learning outcomes in the first cycle is 44.44% and cycle II is 92.59%. We conclude that the development of the religious character of the students through the application of integrated Context Rich Problems can be used as an alternative to enhance the ability of religious character and student learning outcomes.

The problem-solving process in physics as observed when engineering students at university level work in groups

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.

EFEKTIFITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DENGAN CONTEXT-RICH PROBLEMS PADA MATERI POKOK TERMOKIMIA DALAM MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN BERPIKIR KRITIS

Passive learning leads to low student chemistry learning outcomes. This study aims to improve learning outcomes and students' critical thinking skills on thermochemical subject matter through problem-solving learning model with context-rich problems. This research was conducted in 2 cycles, namely: planning, implementation, observation, evaluation, and reflection. Student learning result data obtained through formative test given at each end of the cycle and students' critical thinking skills adapted to the indicator of critical thinking. Learning outcomes show that classical completeness earns a score of at least 70 85% of the total number of students taking the evaluation test. The results showed that the results of classical evaluation in cycles I and II were 35% and 90%, respectively. Improvement of learning result that is 157%, and critical thinking ability of student in cycle I score that is 45% (uncritical category). In cycle II, the score achieved is 65% (critical category). Increased critical thinking ability reached 44.4%. We conclude that the application of problem-solving learning model with Context-rich problems can improve learning outcomes and critical thinking skills

A study of approaches to solving open-ended problems in chemistry

This paper describes the outcomes of a qualitative investigation into the range of different approaches that students use to solve open-ended, context rich problems. The study involved a small cohort of students individually solving open-ended, context-rich problems using a think aloud protocol. The problems required the students to develop a strategy, to identify data required and to make estimations. The problems did not lead to a single correct answer but rather a range of acceptable answers. Analysis of the transcripts and recordings of the sessions resulted in a limited number of categories of approaches to solving the problems. Applications of these approaches to individual students showed that there were three different types of problem-solver, described here as novice, expert and transitional. The results provide insight that will help tutors change how they, and subsequent students, approach problem solving.

Gruppdiskussioner runt kontextrika problem i fysik – Hur ska problemen utformas?

In this paper we look at the use of group discussions around context-rich problems in physics. We wanted to investigate what context is interesting and what other circumstances do influence students’ interest in solving context-rich problems during group discussions. Students in two upper secondary schools had the opportunity to choose among 4-5 problems at three physics lectures. They motivated their choice in a questionnaire and some of the students were interviewed after the problem solving sessions. The students appreciated problems which were reality-based and related to their own experiences. How the question was formulated was also important. Besides the formulation of the problem there are also a lot of other circumstances that are important for a good problem solving session. Students must have enough time and the degree of difficulty of the problems is of great importance. Successful students in well functioning groups want challenging problems while other students emphasise the importance of being able to solve the problem and therefore choose easier and in their own opinion less interesting problems.

Teaching Methods that Help Economics Students to be Effective Problem Solvers

A traditional teaching method, “chalk and talk”, may not help students to develop their ability to think logically and therefore students cannot be effective problem solvers. This paper examines the effect of a combination of two teaching methods: cooperative learning with a think-pair-share technique and a context rich problem on students’ learning. These teaching methods were applied to the author’s Principles of Economics course. This paper obtained several findings. First, students’ more active involvement in the class activity was observed. Second, students’ questions to the instructor changed and they were no longer “How to solve it.” Third, Students’ performance of the course improved. These findings indicate that these teaching methods help students to stand at and walk on the right path to become effective problem solvers, which will enhance their motivation to study and engagement in learning, and the methods are effective.

Editorial: Diversity in the field of education and information technologies

This issue of Education and Information Technologies has seven quite different articles, again showing the diversity of this field. One article relates to student pathways, three investigate different aspects of the online experience for students, two more look at the issues involved with use of computers in different aspects of school education while another proposes a curriculum to support learning about large Enterprise Information Systems. An article by Pavlo D. Antonenko, et al., titled Understanding student pathways in context-rich problems, describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. Kathy Seddon, Keith Postlethwaite and Geoff Lee have written on Understanding the experience of non contributory online participants (readers) in National College for School Leadership online communities. This article explores the range of participation taking place in an online community and focussed on participants who defined themselves as not actively contributing to the online discussion. Whilst recognising that an individual community member’s degree of participation might simply reflect their choice, the study looked to see if there were any systems or personal barriers to prevent active participation. Also considering an aspect of the online learning experience, an article by Karel Kreijns, et al., investigates Social Presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person. Titled Measuring perceived social presence in distributed learning groups, the article reports on the construction and validation of a self-reporting Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The third related article by Ian Toppin on Video lecture capture (VLC) system: A comparison of student versus faculty perceptions looks at how a VLC system in a university was implemented to address issues relating to retention, and to reverse the trend of high drop, failure, and withdrawal rates. Educ Inf Technol (2011) 16:319–320 DOI 10.1007/s10639-011-9171-y

Understanding student pathways in context-rich problems

This paper describes the ways that students' problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems that required drawing on more than one concept and, hence, could not be readily solved with simple plug-and-chug strategies. The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their perusal of informational resources. However, there was room for more improvement as approximately half of the groups still completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the task when it would have been most useful to their work.

How fast can you go on a bicycle?

The bicycle provides a context-rich problem accessible to students in a first-year physicscourse, encircling several core physics principles such as conservation of total energy andangular momentum, dissipative forces, and vectors. In this article, I develop a simplenumerical model that can be used by any first-year physics student to investigate themaximum speed of a road bicycle under various real-world conditions. The model calculatesspeed as a function of time for a given set of input parameters, such as the rider’s inputpower (delivered through the drive train to the rear wheel) and frontal surfacearea.

Learning from Physics Education Research: Lessons for Economics Education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.