mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Using Context Rich Problems as a Path to Problem Solving Skills and Content Knowledge in Physics
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-2666-7260
Stockholms universitet, Sweden.ORCID iD: 0000-0002-3250-4268
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-5317-6312
2016 (English)In: Problem-Solving: Strategies, Challenges and Outcomes / [ed] Karla Newton, Hauppauge NY: Nova Science Publishers, Inc., 2016Chapter in book (Other academic)
Abstract [en]

This chapter gives an overview of the research on the use of narrative Context Rich Problems (CRP) in physics education at the upper secondary and higher education levels. After a presentation of the CRP concept, the benefits and risks of using CRP are investigated. The focus here is on learning physics concepts and problem solving, which includes bridging everyday experiences and physics modelling. How CRP stimulate discussions about physics and aid the development of problem solving skills is also discussed. The research findings include the selection and formulation of problems that help students to take ownership, i.e., take actions of choice and control. Other aspects of CRP are investigated too, such as whether there is a difference between giving too much or too little information in the problem solving context. How the teaching should be organised regarding the use of CRP and the functionality of the student group are also discussed. As engagement and good discussions in randomly organised groups are not always possible, we look at how the groups could be formed in order to be constructive. Being aware of students’ inabilities to work together and having the knowledge to deal with this can make the use of CRP more relevant and valuable.

Place, publisher, year, edition, pages
Hauppauge NY: Nova Science Publishers, Inc., 2016.
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-33218Scopus ID: 2-s2.0-85021880466ISBN: 978-1-63485-513-6 (print)OAI: oai:DiVA.org:mdh-33218DiVA: diva2:1011902
Available from: 2016-10-03 Created: 2016-09-22 Last updated: 2017-07-27Bibliographically approved

Open Access in DiVA

No full text

Scopus

Search in DiVA

By author/editor
Gustafsson, PeterEnghag, MargaretaJonsson, Gunnar
By organisation
Educational Sciences and Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 28 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf