PHYSICS PROBLEM SOLVING

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descriptions and records include videotapes of groups solving the problems (and the
subsequent transcriptions), copies of their written solutions, and pertinent notes made by
the videographers. Some quantitative data are available, such as the scores on the
students’ in-class examinations. These characteristics of this particular case study, along
with the definition of the population being studied, delimit the boundaries of the study.
These boundaries will also serve to define and limit the outcomes of the research (Stake,
1988).
This design choice will influence the form and structure of this dissertation. The
traditional “outline” will be modified. For example, instead of a separate “Review of the
Literature” chapter, references to pertinent literature in cooperative learning, physics
problem solving, and research methods will be made as they are needed to describe the
“procedure” that evolved.
METHODOLOGICAL ISSUES AND LIMITATIONS OF THE STUDY
Any research, be it in physics or in education, has limitations. Some of the
limitations of this study result from the choice of design, some from the analysis tools,
and some from the data set (the 14 groups). Some of these limitations were apparent to
me at the onset of this study. Other limitations emerged as the work progressed and these
will be discussed when appropriate.
Toulmin Argument Structure
A fundamental component of this research is the argument structure proposed by
Stephen E. Toulmin. A case must be made for the use of this argument structure over