Year: 2025
Type: conference-paper
Abstract: We explore the use of tutorials to assist upper-division electricity & magnetism (E&M) students with problem solving.Specifically, we test two versions of tutorials; one that implements a problem-solving framework, and another with the framework removed.Data examined in this paper includes student exam problems, an end-of-semester survey, interviews, and problem-solving exercises administered using a think-aloud protocol.Preliminary results when considering exam scores alongside student comments offer some evidence that tutorials structured on a problem-solving framework may improve conceptual parts of problem solving for students.Student problem-solving processes are also examined, and we find that these upper-division students struggle with practices of checking their reasoning, an area for future attention.
Authors: James Hecht, Andrew J. Mason, Matthew Rundquist, Seth Read, David Neilsen, John S. Colton
Institutions: Brigham Young University, University of Central Arkansas
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4415600239
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