PHYSICS PROBLEM SOLVING

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Cooperative Learning in College Physics
If one is to use cooperative groups in physics education, then it must be
demonstrated that cooperative learning is superior to a competitive or individualistic
strategy in a given context. Problem solving in physics offers one test of the efficacy of
cooperative learning. A common complaint against using groups for problem solving is
that the product of the group is merely the product of the best individual in the group. A
means of testing this is to compare the product of individuals with that of a group.
Using a problem-solving strategy based on the expert-novice research, Heller,
Keith, and Anderson (1992) found the group solutions on six introductory physics
examinations to be superior to that of the best individual in a group on matched
individual problems. They used the Wilcoxon rank-sum test for two matched samples to
compare group and individual scores. On one exam, the group score was better at the p <
.05 level, and on five exams, the group score was better at the p <. 01 level. That is, the
group solution on a matched problem was significantly superior to the individual solution
of the best person in the group. In examining each group's solutions, it was found that the
group produced a better physics description with fewer misconceptions. This research
supports co-construction of the problem solution.
The research on cooperative learning worked its way into the Physics 1041/1042
course design. Students were introduced to the group roles. The group membership
changed every two weeks. The Teaching assistants who formulated the groups were
supposed to keep a gender balance and performance mix. In applying the cooperative
learning research to my own research, I knew that a superior group solution means co-