Students’ problem-solving strategies in qualitative physics questions in a simulation-based formative assessment

Abstract

Previous studies on quantitative physics problem solving have been concerned with students’ using equations simply as a numerical computational tool. The current study started from a research question: “How do students solve conceptual physics questions in simulation-based formative assessments?” In the study, three first-year college students’ interview data were analyzed to characterize their problem-solving strategies in qualitative physics questions. Prior to the interview, the participating students completed four formative assessment tasks in physics integrating computer simulations and questions. The formative assessment questions were either constructed-response or two-tiered questions related to the simulations. When interviewing students, they were given two or three questions from each task and asked to think aloud about the questions. The findings showed that students still used equations to answer the qualitative questions, but the ways of using equations differed between students. The study found that when students were able to connect variables to a physical process and to interpret relationships among variables in an equation, equations were used as explanatory or conceptual understanding tools, not just as computational tools.