Alexandru Maries

To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a given problem into a representation that is easier to exploit for solving it. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solution. We conducted an investigation in which 111 students in an algebra-based introductory physics course were subjected to two different interventions during recitation quizzes throughout the semester. They were either (1) asked to solve problems in which the diagrams were drawn for them or (2) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed a rubric to score the problem-solving performance of students in different intervention groups. We investigated two problems involving electric field and electric force and found that students who draw expert-like diagrams are more successful problem solvers and that a higher level of detail in a student’s diagram corresponds to a better score.

Should students be provided diagrams or asked to draw them while solving introductory physics problems

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a given problem into a representation that is easier to exploit for solving it. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solution. We conducted an investigation in which 111 students in an algebra-based introductory physics course were subjected to two different interventions during recitation quizzes throughout the semester. They were either (1) asked to solve problems in which the diagrams were drawn for them or (2) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed a rubric to score the problem-solving performance of students in different intervention groups. Here, we present some surprising results for problems which involve considerations of initial and final conditions.

Stereotype threat? Effects of inquiring about test takers’ gender on conceptual test performance in physics

It has been found that activation of a stereotype, for example by indicating one’s gender before a test, typically alters performance in a way consistent with the stereotype, an effect called “stereotype threat.” On a standardized conceptual physics assessment, we found that asking test takers to indicate their gender right before taking the test did not deteriorate performance compared to an equivalent group who did not provide gender information. Although a statistically significant gender gap was present on the standardized test whether or not students indicated their gender, no gender gap was observed on the multiple-choice final exam students took, which included both quantitative and conceptual questions on similar topics.

A good diagram is valuable despite the choice of a mathematical approach to problem solving

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving the problem. A major focus while helping introductory physics students learn problem solving is to help them appreciate that drawing diagrams facilitates problem solution. We conducted an investigation in which 118 students in an algebra-based introductory physics course were subjected to two different interventions during the problem solving in recitation quizzes throughout the semester. Here, we discuss the problem solving performance of students in different intervention groups for two problems involving standing waves in tubes, one which was given in a quiz and the other in a midterm exam. These problems can be solved using two different methods, one involving a diagrammatic representation and the other involving mostly mathematical manipulation of equations. In the quiz, students were either (1) asked to solve the problem in which a partial diagram was provided or (2) explicitly asked to draw a diagram. A comparison group was not given any instruction regarding diagrams. Students in group (1), who were given the partial diagram, could not use that partial diagram by itself to solve the problem. The partial diagram was simply intended as a hint for students to complete the diagram and follow the diagrammatic approach. However, we find an opposite effect, namely, that students given this diagram were less likely to draw productive diagrams and performed worse than students in the other groups. Moreover, we find that students who drew a productive diagram performed better than those who did not draw a productive diagram even if they primarily used a mathematical approach. Interviews with individual students who were asked to solve the problem provided further insight.

Core Graduate Courses: A Missed Learning Opportunity?*

An important goal of graduate physics core courses is to help students develop expertise in problem solving and improve their reasoning and meta-cognitive skills. We explore the conceptual difficulties of physics graduate students by administering conceptual problems on topics covered in undergraduate physics courses before and after instruction in related first year core graduate courses. Here, we focus on physics graduate students’ difficulties manifested by their performance on two qualitative problems involving diagrammatic representation of vector fields. Some graduate students had great difficulty in recognizing whether the diagrams of the vector fields had divergence and/or curl but they had no difficulty computing the divergence and curl of the vector fields mathematically. We also conducted individual discussions with various faculty members who regularly teach first year graduate physics core courses about the goals of these courses and the performance of graduate students on the conceptual prob...