The kinematic equation: an analysis of students` problem-solving skills

Abstract

The problem-solving skills of first year university physics students were analysed by first administering a questionnaire, after which a workshop intervention was employed to ensure reliability, validity and richness ofdata collected. The problem-solving behaviour of these students was documented using think-aloud sessions, pen-and-paper solution of problems, observations and interviews. The students individually solved physics problems on kinematics. Fourteen activities which constitute physical and cognitive actions performed by students during problem-solving are identified and described. These activities are documented in order to provide further insight into the problem-solving process. It has been found that when solvingproblems, students used a variety of general methods and strategies for the fourteen activities identified. This research illustrates the large gap that exists between the "protoconcepts " with which most students come to the study of kinematics, and their grasp ofthe physical constructs putforth in text and lecture presentations. It has also been established that students appear to lack the critical knowledge necessary to apply the appropriate kinematic equations that ultimately result in the solution of a problem. In addition, their cognitive skills necessary for successful problem-solving are inadequately developed.