PHYSICS PROBLEM SOLVING

Examples of Coded Discussions
Examples from Groups 4A, 4B, 4C, and 4D will further illustrate the episode
definition process, as well as the details of each group’s discussion. In each case, I will
draw upon the four reference points. The videotapes and transcripts continue to be the
primary reference point. The quantitative data such as standing in class will help form a
better picture of the groups and the students in them. The written solutions provide the
diagrams that illustrate the problem solutions. My own subjective opinions, as well as
those of the transcription assistant and my adviser, provide the fourth vantage point for
viewing these groups.
Example of Group 4A
I will now turn to some more examples from Group 4A. In an appeal to a "higher
authority" (Backing) they note how the professor solved a similar problem in class. Note,
in the example in Table 3-2 (page 78), how RM plays the skeptic role, and how MR
responds to his inquiry. RM is the "silent partner", and his academic standing in the
class is lower than the two women. He does, however, contribute important concepts to
the discussion or voices support for ideas of others. RM’s lesser degree of participation
in this group is a part of this group’s dynamic. It was frequently observed that in groups
of two women and one male, particularly where the male's academic standing is lower
that both the women, the male student frequently was less active. Nonetheless, RM's
contributions are an important part of the solution of this problem.