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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume VIII, Number 2 |
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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume VIII, Number 2 |
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Web-based Video Tutorials for Introductory Physics Students Chandralekha Singh, physics, will develop a set of five Web-accessible,
problem-solving videos to help introductory physics students learn effective
problem-solving heuristics in the project Web-based Solved Video Tutorials
for Enhancing Problem Solving, Reasoning and Meta-Cognitive Skills of
Introductory Physics Students.
Each problem will begin with a qualitative analysis of that problem, followed by decision-making, implementation, assessment, and reflection stages. Singh feels that most introductory physics students do not learn these heuristics automatically and, therefore, need help to learn them. “As a physics problem gets more complex, it becomes increasingly important to employ a systematic approach,” she comments. Using concrete examples in the videos, Singh will demonstrate and exemplify a systematic approach to problem solving. The videos will encourage students to view the problem-solving process as an opportunity to gain knowledge and skills rather than a “plug and chug” chore or guessing task. The problem-solving approach illustrated in the videos is flexible and adaptable enough to meet the needs of a wide variety of students. Since the videos can be used as aids to problem solving or as self-study tools, they can be used by any instructors of calculus- and algebra-based, introductory physics courses who assign homework problems on content related to them. The videos will come with an index of solved video problems sorted according to the physics concepts. To maximize their effectiveness, an introduction will encourage students to attempt solutions before watching the various videos. Instructors can provide their students with a paper copy or the Web address of the video problem statements. They can further encourage students to try to solve the video problems before watching and then compare their problem-solving strategies with those modeled in the videos. Assessment of the project will come from a controlled study comparing
performance of the video learners against those who receive identical
content from non-visual means. | |||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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Center for Instructional
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