Various aspects of the cognitive model of physics problem solving are discussed in detail including relevant cues, encoding, memory, and input stimuli. The learning process involved in the recognition of familiar and non-familiar sensory stimuli is highlighted. Its four components include selection, acquisition, construction, and integration. The…

Describes the problem-solving behaviors of six novice subjects attempting to solve an electrostatics problem in calculus-based college physics. The level of qualitative thinking exhibited by these novices was determined. Sound procedural knowledge and problem representation were suggested as an integral part of skilled problem solving in physics.…

Describes an experiment in which physics students were assigned to groups according to Piaget's stages of cognitive development and members of each group were asked to solve an elementary mechanics problem. Analysis revealed that the majority of students, those who were not operating at a formal level of development, may have done more harm than…

The purposes of this study were: (1) to evaluate the effectiveness of audio-tutorial (A-T) instruction and (2) to identify, classify and study differences in problem solving approach using a theoretical framework derived from the ideas of D. P. Ausubel. Seventy of 420 students taking a college introductory non-calculus physics course used A-T…

Supports the hypothesis that a student must engage a subject in a manner appropriate to his or her present stage of development if he or she is to advance to the next stage of development. Advocates the practice of having introductory physics students observe physical phenomena while they are manipulating equipment in order to foster cognitive…

Reports the results of a study designed to measure any changes in the Piagetian level of intellectual functioning of students after taking one introductory college physics course for one semester. No developmental progress was found as a result of taking such a course. (Author/GA)

Describes a remedial physics laboratory course for students operating at the concrete Piagetian level of cognitive development. (SL)

Reports results of a study comparing Piagetian level of cognitive development and final course grades for 338 college physics students. Cognitive development is measured via a group questionnaire. Results indicated the correlation between final grade and measured cognitive development was low. (SL)

Presents general directions on how the Swedish university physics curricula should be designed to meet future needs. How to improve the cooperation between industry and university is also discussed. (HM)

Presents preliminary findings of results of tests of Piagetian cognitive development to predict success in introductory undergraduate physics courses. Grades were predicted with good success. (SL)

The findings of Piaget suggest that learning physics can help people achieve a series of four distinct but overlapping stages of intellectual growth as they search for patterns and relationships. (MLH)

This paper reports on research designed to examine relationships among analogical reasoning, Piagetian level, and physics achievement. A sample of 37 college students enrolled in a physics course participated in a three-day study and were given tasks designed to measure analogical reasoning ability and Piagetian level. Course achievement was…

Investigates the prevalence of developmental cognitive differences among college students and the relation of scores on cognitive tests to an objective form of assessment of achievement, namely, the final grade in a conventional physics course. (GA)

This paper summarizes the recent work of the Maryland Physics Education Research Group on analyzing student learning in introductory university physics. This work is carried out in a model of student thinking and learning based on principles from cognitive science. The model permits a better understanding of, and diagnosis for, the state of both…

Questionnaire results indicate that, although first-year, undergraduate science students (n=109) recognize the correct sources of energy for organisms, they simultaneously hold misconceptions about other essential, but nonenergy-supplying, conditions as sources of energy supply. Occurrence rates for these misconceptions vary with the students'…