PHYSICS PROBLEM SOLVING

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relationship between theoretical and experimental research in physics. There is always a
dialog between these two approaches to understanding the physical world.
Frequently, theoretical questions originate in observations of cooperative learning
in practice. Thus, in discussing the research foundations of cooperative learning, there is
not always a clear dividing line between “theory” and “practice.” This is, perhaps, due to
the complex nature of human learning and even how we attempt to understand learning
itself (Hunt, 1982). Although many components of the research are quantitative, there is
also a decidedly qualitative aspect to research in cooperative learning.
Much of the current research in cooperative learning focuses on the practical.
While there is nothing inherently misdirected about that emphasis, research into theory is
also needed. In keeping with the Lewinian notion of action research, some of the
theoretical research program is actually formed by questions raised in the practice of
cooperative learning. In forming research questions, it is important to have a framework
in which to ask the question.
Johnson and Johnson (1986) identify three types of "action research" studies that
can be conducted on the use of cooperative learning in science education. A replicating
study would give further support to cooperative learning theory. A refining study would
look at ways of making cooperative learning more effective (e.g., Heller and Hollabaugh,
1992). An extending study examines the critical factors that make cooperative learning
work, such as examing the patterns of argument co-construction in a cooperative group.
Thus, this dissertation research is an example of an extending study.
For an example of this theory and practice interplay, consider the work of Karl
Smith, of the Department of Civil and Mineral Engineering at the University of