Writing-to-Learn During Ill-Structured Physics Problem Solving

• In Event: 53.031 - Strategies for Promoting Active Learning

Abstract

The purpose of this study is to investigate the ability of narrative writing tasks to induce content learning and skill acquisition during ill-structured problem solving. The study utilizes a computer-based program, Solve It!, that presents students with ill-structured physics problems embedded in short narrative stories to provide context and increase engagement. The program scaffolds students through a five-step general problem-solving process that supports their solution identification and justification. Students are then asked to finish writing the story to describe the solution and how the characters solve the problem. The program’s goals include both physics content learning and problem-solving strategy acquisition.

Authors

• Daniell DiFrancesca, Lawrence University

• John L. Nietfeld, North Carolina State University