Secondary school learners' intuitive modelling strategies for solving problems in kinematics.
Year: 2000
Type: dissertation
Abstract: The post-apartheid period focuses much attention on education.One of the ma3or concerns is that of the poor Grade 12 examination results, especially in Physical Science and Mathematics.There is reason to believe that traditional methods for teaching Physical Science at schools are inefficient and that substantial improvement in instruction methods can be achieved by a vigorous program of pedagogical research and development.The intention of this research was to gather and document qualitative data regarding problem-solving strategies used by Secondary School Physical Science learners when solving real-life problems.Specifically the purpose was to investigate whether it was possible for learners to model and formulate a particular kinematic equation on their own, without receiving any prior formal instruction in kinematics.Seco,1clh .hepurpose was to investigate the intuitive mathematical strategies that they used.Seven Physical Science learners from Grade 11 participated in this study.Their problem solving behaviour was documented using think-aloud sessions, paper-and-pen solutions of problems and interviews.The learners individually solved two problems in kinematics dealing with speed, time and acceleration.The problems were presented in verbal form together with an incomplete table and they were required, in stages, to eventually develop a symbolic equation.The representation of the problem-solving process in terms of intuitive modelling strategies provided insight into what conceptual and intuitive knowledge learners bring to bear in a problem situation.The insight obtained on the fundamental aspects of problem solving in terms of appropriate strategy use, inappropriate strategy use and misconceptions could help infonn the structuring, representation, and access of knowledge.Evidence obtained from this research shows that five out of thirteen (40%) correct responses were obtained without prior instruction nor any form of guidance.This shows Xl that learners have the potential to model strategies of real-life problem situations, formulate verbal relationships and translate these into symbolic form.Thus this study indicates that if learners are provided with appropriate guidance from educators, they might not only be able to formulate the equations on their own, but they might also be able to recall the equations with ease and apply them correctly in novel situations.However, this is a matter of further research not covered in this study.Since no other research has addressed problem-solving strategies in Physical Science as it has in this study, it is hoped that the findings of this study would contribute substantially to the teaching of kinematics at Secondary School level.Xll
Author: Pritha Devi. Chetty
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3127549952