1. 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

2. Developing Student Problem-Solving Skills Craig Ogilvie, David Atwood cogilvie@iastate.edu Department of Physics and Astronomy Iowa State University

3. 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

4. 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

5. Craig Ogilvie 5

6. 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 10 o C  The day warms up steadily to reach 30 o C by 3pm  Estimate how much ice you will need 1.place student at center of problem 2.semi-realistic 3.involve more than one scientific principle 4.cannot be solved by plug-and-chug Characteristics of Questions

7. Craig Ogilvie 7 Average Group Exam Scores Process portion of rubric, each scored out of 4, 500 students Weaker areas 1)ongoing review 2)final verification 3)planning Next exam Nov 11, Improvement?

8. 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

9. 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