Patricia Heller

Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving

An experiment was conducted to investigate the effects of cooperative group learning on the problem solving performance of college students in a large introductory physics course. An explicit problem solving strategy was taught in the course, and students practiced using the strategy to solve problems in mixed‐ability cooperative groups. A technique was developed to evaluate students’ problem solving performance and determine the difficulty of context‐rich problems. It was found that better problem solutions emerged through collaboration than were achieved by individuals working alone. The instructional approach improved the problem solving performance of students at all ability levels.

Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups

A supportive environment based on cooperative grouping was developed to foster students’ learning of an effective problem‐solving strategy. Experiments to adapt the technique of cooperative grouping to physics problem solving were carried out in two diverse settings: a large introductory course at state university, and a small modern physics class at a community college. Groups were more likely to use an effective problem‐solving strategy when given context‐rich problems to solve than when given standard textbook problems. Well‐functioning cooperative groups were found to result from specific structural and management procedures governing group members’ interactions. Group size, the gender and ability composition of groups, seating arrangement, role assignment, textbook use, and group as well as individual testing were all found to contribute to the problem‐solving performance of cooperative groups.

Grading student problem solutions: The challenge of sending a consistent message

Grading sends a direct message to students about what is expected in class. However, often there is a gap between the assigned grade and the goals of the instructor. In an interview study of faculty teaching calculus-based introductory physics, we verified that this gap exists and identified three themes that appear to shape grading decisions: (1) a desire to see student reasoning, (2) a reluctance to deduct points from a student solution that might be correct, and (3) a tendency to project correct thought processes onto a student solution. When all three themes were expressed by an instructor, the resulting conflict was resolved by placing the burden of proof on either the instructor or the student. The weighting of the themes with the burden of proof criterion explains our finding that although almost all instructors reported telling students to show their reasoning in problem solutions, about half graded problem solutions in a way that would likely discourage students from showing this reasoning.

Cooperative group problem solving laboratories for introductory classes

Problem solving laboratories comprise an important part of our introductory physics courses at Minnesota. These courses emphasize learning fundamental physics through problem solving using cooperative groups. This paper outlines the structure and rationale for both the algebra-based and calculus-based introductory courses. The sample class is one of four laboratory problems on the topic of forces. A section of our student laboratory manual, including the introduction and this problem, is given in this paper.

Using Matched Samples to Look for Sex Differences

The reasons for observed differences in physics performance between men and women have yet to be clearly determined. This study asks the question: if men and women have a similar background at the start of an introductory physics course, will there be differences in how much physics they learn by the end of the course? To answer the question, a matched sample of men and women was studied. Statistical analysis of the post‐tests reveals no significant differences between the men and women in the matched sample.

An evaluation of classroom teaching practices one year after a workshop for high‐school physics teachers

One year after a summer program for high‐school physics teachers, its impact on the teaching practices of the participants was evaluated. Large changes in high‐school teachers’ classroom techniques and attitudes have been identified and ascribed to the unique interplay of the structure and content of the workshop.

A summer program for high school physics teachers

In the summer of 1985 we ran a workshop for high school physics teachers, sponsored by the National Science Foundation under its program of Honors Workshops for Pre‐College Teachers of Science and Mathematics. The summer experience consisted of a five‐week workshop and a four‐week industrial experience. The teachers had a wide variety of backgrounds and needs, which were accommodated in the workshop. This paper describes how the workshop was run, what activities were successful, and where we encountered problems.

The Graduate Record Examination as an indicator of learning of the curriculum taught to physics majors in US institutions

A study is described to evaluate the Graduate Record Examination (GRE) as an indicator of learning by undergraduate physics majors. Measures were obtained of the overlap of the Graduate Record Examination in physics with the curriculum as it is taught to physics majors in US colleges and universities. The output of the project, for a given subfield f and set j of institutions, was two numbers Rj, f1 and Rj, f2. These two numbers estimated the extent to which (1) for Rj, f1, the curriculum prepares students at institutions j to take that part of the GRE which covers subfield f and (2) for Rj, f2, the GRE covers the materials in subfield f taught in the curriculum of institutions j. The subfields f  were mechanics, electricity and magnetism, statistical mechanics and thermodynamics, modern physics, and ‘‘other’’ (including experimental, mathematical, and solid‐state physics). The institutions j were grouped into four categories: ‘‘top graduate’’ (those with the 20 best‐ranked graduate programs); ‘‘top under...