Measuring and Teaching Problem-Solving Practices Using an Interactive Task in PhET Simulation

• In Event: Project-Based, Problem-Based, and Justice-Based Pedagogies Supporting Science Teaching and Learning

Abstract

Helping students acquire the knowledge and skills needed for solving unstructured, real-world problems is an important yet difficult task in science and engineering education. In this study, we examined students’ performance in an interactive problem designed to mimic real-world problems. Features derived from students’ interaction log data were used to predict their problem-solving outcomes and evaluate specific problem-solving practices. Furthermore, we explored to what extent would students spontaneously apply what they might have learned in a worked example to solve a similar problem with no guidance. Results of the study show that the worked example helped students adopt more effective problem-solving practices, as reflected in the interaction log data, yet fell short of improving their problem-solving outcomes.

Authors

• Karen D. Wang, Stanford University

• Olivia Miller, Harvard University

• Kelly Miller, Harvard University

• Eric Burkholder, Auburn University

• Carl Wieman, Stanford University