scholarly journals Interleaved practice enhances memory and problem-solving ability in undergraduate physics

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Joshua Samani ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
University Level ◽  
Physics Course

AbstractWe investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.

scholarly journals Samani and Pan (2021) Interleaving enhances memory and problem-solving skills in physics

2021 ◽  
Author(s):  
JOSHUA SAMANI ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
University Level ◽  
Physics Course

We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over eight weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally-arranged with interleaved homework can (despite perceptions to the contrary) foster longer-lasting and more generalizable learning.

Physical Aesthetics: An Introductory Physics Course Through Metaphor

Leonardo ◽  
2015 ◽  
Vol 48 (5) ◽  
pp. 476-476
Author(s):  
Steven Zides
Keyword(s):  
Problem Solving ◽  
Liberal Arts ◽  
Introductory Physics ◽  
Liberal Arts Institutions ◽  
The Past ◽  
Daunting Task ◽  
Bachelor Of Arts ◽  
Solving Equations ◽  
Educational Paradigm ◽  
Physics Course

At liberal arts institutions, physics faculty struggle with the daunting task of creating a Bachelor of Arts physics offering (often referred to as Physics for Poets) that is both engaging and approachable. Over the past several years, the author has worked toward a new educational paradigm that presents introductory physics as a set of physical metaphors rather than an incomplete collage of problem-solving equations. By engaging the physical metaphors from both traditional physics and art historical viewpoints, students are forced to integrate two seemingly disparate sets of information into a cohesive knowledge base.

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

scholarly journals Instructional Design for Student Learning on Quantum Tunneling

2012 ◽  
Vol 3 ◽  
pp. 27-34
Author(s):  
Shova Kanta Lamichhane
Keyword(s):  
Problem Solving ◽  
Quantum Tunneling ◽  
Study Skills ◽  
Quantum Physics ◽  
Wave Functions ◽  
Problem Solving Skills ◽  
Physical Systems ◽  
Physics Courses ◽  
University Level ◽  
Physics Course

Acquiring mathematical, conceptual, and problem-solving skill is required in university-level physics courses. Average students often lack the knowledge and study skills need to succeed in physics, preciously in quantum physics course. The reasons for these difficulties are more subtle and some of them are brought to the surface. Addressing how to build models of wave functions and energy and how to relate these models to real physical systems is a challenging job. Article has opened up a floodgate of deep and difficult task for students struggle to make sense of these models. Article has discuss the difficulties and the real issues of student in learning quantum tunneling to build the models that are implicit in experts’ understanding. So that, in addition to class attendance and/or group study, students must also learn to work by themselves to develop the mathematical, conceptual, and problem-solving skills they need.The Himalayan PhysicsVol. 3, No. 32012Page : 27-34

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

Relationships between Learning Styles and Performance on Problem-Solving Tasks

1986 ◽  
Vol 59 (3) ◽  
pp. 1135-1138 ◽  
Author(s):  
Penny Armstrong ◽  
Ernest McDaniel
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Choice Point ◽  
Relevant Information ◽  
And Performance ◽  
Problem Solving Task

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

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