Craig Ogilvie 1

Challenge

Students need to develop strong problem-solving skills– multi-faceted challenges in future careers– approach problems with creative, flexible strategies

Typically students approach quantitative problems with– plug-chug strategy– search for formulae they can use

» “Roladex”– search textbook for similar solved problems

Goal: structure our introductory physics courses – to develop strong, general problem-solving skills

Developing Student Problem-Solving Skills

Craig Ogilvie, David Atwood

cogilvie@iastate.edu

Department of Physics and Astronomy

Iowa State University

Craig Ogilvie 3

Minnesota Model

Practice problem-solving with– complex, rich, multi-faceted problems– groups of three-four students

Explicitly teach/model problem-solving strategies– draw schematic diagram– search for principles underlying problem– develop a plan

» qualitatively analyze steps needed for solution– algebra– monitor progress

» assess, are you heading down a dead-end?– checks

Craig Ogilvie 4

Adoption at ISU

500 students a semester, calc-based physics 15 TAs

– training before semester– weekly discussion with TAs+Prof

» what is going well» challenges» next week’s problem

Common workspace– 2’ x 2’ whiteboard, pen for each student

Group exam twice a semester– problem-solving rubric

Craig Ogilvie 5

Craig Ogilvie 6

Example Question

You are in charge of drinks at a picnic that will start at 3pm Place ice inside a cooler at 6am, temperature outside is 10oC The day warms up steadily to reach 30oC by 3pm Estimate how much ice you will need

1. place student at center of problem2. semi-realistic 3. involve more than one scientific principle4. cannot be solved by plug-and-chug

Characteristics of Questions

Craig Ogilvie 7

Average Group Exam Scores

Process portion of rubric, each scored out of 4, 500 students

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

Weaker areas

1) ongoing review2) final verification3) planning

Next exam Nov 11,Improvement?

Craig Ogilvie 8

Average Group Exam Scores

Milestone portion of rubric, each scored out of 4, 500 students

Weaker areas

1) diagram• tended to be pictures• rather than schematic

2) conclusion• stated result• rather than big picture

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Diagram Principles Basic Eqns Algebra Conclusion

Craig Ogilvie 9

Assessment: Next Step

Developing an easy-to-use, multiple-choice diagnostic tool – present student with partial solutions to problems

» ask for the best strategy for the next step– questions written for each general skill

» planning, qualitative analysis, checking….– questions drawn from chemistry, physics, biology, finance

Validate with problem-solving interviews