| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434588 |
| 005 | | 20200226160132 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687975386 |
| 035 | |
▼a (MiAaPQ)AAI22621143 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 530 |
| 100 | 1 |
▼a Yang, Jie. |
| 245 | 10 |
▼a Development and Validation of a Physics Problem Difficulty Measure. |
| 260 | |
▼a [S.l.]:
▼b University of Minnesota.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 127 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: B. |
| 500 | |
▼a Advisor: Heller, Kenneth J |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Problem solving is both a primary goal and a standard teaching technique in introductory physics classes at the university level. To assess the utility of various pedagogical materials and techniques, it is necessary to determine student problem solving performance in the authentic situation of the course. However, this performance depends on both the student's problem-solving skill and the problem difficulty. This dissertation proposes a technique for measuring the relative difficulty of the type of physics problems typically used in introductory physics courses for physical science and engineering students. Four categories, the problem context, the physics principles, the mathematical complexity, and the number of words in the problem, were constructed based on current cognitive theories. To test the validity of this measure, 3552 student grades on 20 final examination problems, spanning the full range of topics in a one-year introductory physics course, were compared to each problem difficulty rating. Only two categories, physics principles and mathematical complexity, were needed to account for most of the student problem solving variance. Using the average of those two categories, there was an 88% Pearson correlation between the difficulty score and the students' problem solving grade with a P value < 0.001, with null hypothesis is the correlation coefficient between difficulty score and the students' problem solving grade is not significantly different from zero. Three experts used the difficulty measure to test its reliability and had a pairwise Spearman correlation between their difficulty ratings of greater than 94%. |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Physics. |
| 690 | |
▼a 0605 |
| 710 | 20 |
▼a University of Minnesota.
▼b Physics. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493786
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |