Gender Effect of Multiple Solution Method in High School Physics Learning

Chi-Jen Lin; Ming-Hong Chiu

doi:doi:10.11648/j.edu.20140302.17

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Gender Effect of Multiple Solution Method in High School Physics Learning

Chi-Jen Lin, Ming-Hong Chiu

Published in Education Journal (Volume 3, Issue 2)

Received: 15 January 2014 Published: 20 February 2014

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Abstract

Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.

Published in	Education Journal (Volume 3, Issue 2)
DOI	10.11648/j.edu.20140302.17
Page(s)	84-89
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Multiple Solution Method, Physics Instruction, Advanced Knowledge Acquisition

References

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[2]	Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64-74.
[3]	Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
[4]	Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall, NJ.
[5]	Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627-636.
[6]	Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.
[7]	Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74, 118-122.
[8]	Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69, 970.
[9]	Zingaro, D., & Porter, L. (2014). Peer instruction in computing: The value of instructor intervention. Computers and Education, 71, 87-96.
[10]	Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In V. Patel (ed.), Proceedings of the 10th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
[11]	Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert et al. (eds.) Visualization: Theory and practice in science education, Springer Netherlands, 191-208.
[12]	Wong, D., Poo, S. P., Hock, N. E., & Kang, W. L. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.
[13]	Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16(2), 122-138.
[14]	Pollock, S. J., Finkelstein, N. D., & Kost, L. E. (2007). Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? Physical Review Special Topics-Physics Education Research, 3(1), 010107.
[15]	Slavin, R. E. (1978). Cooperative learning. Review of Educational Research, 50(2), 315-342.
[16]	Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2009). Characterizing the gender gap in introductory physics. Physical Review Special Topics-Physics Education Research, 5(1), 010101.

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APA Style

Chi-Jen Lin, Ming-Hong Chiu. (2014). Gender Effect of Multiple Solution Method in High School Physics Learning. Education Journal, 3(2), 84-89. https://doi.org/10.11648/j.edu.20140302.17

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Chi-Jen Lin; Ming-Hong Chiu. Gender Effect of Multiple Solution Method in High School Physics Learning. Educ. J. 2014, 3(2), 84-89. doi: 10.11648/j.edu.20140302.17

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AMA Style

Chi-Jen Lin, Ming-Hong Chiu. Gender Effect of Multiple Solution Method in High School Physics Learning. Educ J. 2014;3(2):84-89. doi: 10.11648/j.edu.20140302.17

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@article{10.11648/j.edu.20140302.17,
  author = {Chi-Jen Lin and Ming-Hong Chiu},
  title = {Gender Effect of Multiple Solution Method in High School Physics Learning},
  journal = {Education Journal},
  volume = {3},
  number = {2},
  pages = {84-89},
  doi = {10.11648/j.edu.20140302.17},
  url = {https://doi.org/10.11648/j.edu.20140302.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140302.17},
  abstract = {Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.},
 year = {2014}
}

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TY  - JOUR
T1  - Gender Effect of Multiple Solution Method in High School Physics Learning
AU  - Chi-Jen Lin
AU  - Ming-Hong Chiu
Y1  - 2014/02/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140302.17
DO  - 10.11648/j.edu.20140302.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 84
EP  - 89
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140302.17
AB  - Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.
VL  - 3
IS  - 2
ER  -

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Author Information

Chi-Jen Lin

Department of Applied Informatics, Fo Guang University, Yilan County, Taiwan
Ming-Hong Chiu

National Lo-Tung Senior High School, Yilan County, Taiwan

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APA Style

Chi-Jen Lin, Ming-Hong Chiu. (2014). Gender Effect of Multiple Solution Method in High School Physics Learning. Education Journal, 3(2), 84-89. https://doi.org/10.11648/j.edu.20140302.17

Copy | Download

ACS Style

Chi-Jen Lin; Ming-Hong Chiu. Gender Effect of Multiple Solution Method in High School Physics Learning. Educ. J. 2014, 3(2), 84-89. doi: 10.11648/j.edu.20140302.17

Copy | Download

AMA Style

Chi-Jen Lin, Ming-Hong Chiu. Gender Effect of Multiple Solution Method in High School Physics Learning. Educ J. 2014;3(2):84-89. doi: 10.11648/j.edu.20140302.17

Copy | Download

@article{10.11648/j.edu.20140302.17,
  author = {Chi-Jen Lin and Ming-Hong Chiu},
  title = {Gender Effect of Multiple Solution Method in High School Physics Learning},
  journal = {Education Journal},
  volume = {3},
  number = {2},
  pages = {84-89},
  doi = {10.11648/j.edu.20140302.17},
  url = {https://doi.org/10.11648/j.edu.20140302.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140302.17},
  abstract = {Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.},
 year = {2014}
}

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TY  - JOUR
T1  - Gender Effect of Multiple Solution Method in High School Physics Learning
AU  - Chi-Jen Lin
AU  - Ming-Hong Chiu
Y1  - 2014/02/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140302.17
DO  - 10.11648/j.edu.20140302.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 84
EP  - 89
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140302.17
AB  - Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.
VL  - 3
IS  - 2
ER  -

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