Gender Effect of Multiple Solution Method in High School Physics Learning
Education Journal
Volume 3, Issue 2, March 2014, Pages: 84-89
Received: Jan. 15, 2014; Published: Feb. 20, 2014
Views 2978      Downloads 150
Chi-Jen Lin, Department of Applied Informatics, Fo Guang University, Yilan County, Taiwan
Ming-Hong Chiu, National Lo-Tung Senior High School, Yilan County, Taiwan
Article Tools
Follow on us
Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.
Multiple Solution Method, Physics Instruction, Advanced Knowledge Acquisition
To cite this article
Chi-Jen Lin, Ming-Hong Chiu, Gender Effect of Multiple Solution Method in High School Physics Learning, Education Journal. Vol. 3, No. 2, 2014, pp. 84-89. doi: 10.11648/
Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American journal of Physics, 53(11), 1043-1055.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64-74.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall, NJ.
Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627-636.
Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.
Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74, 118-122.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69, 970.
Zingaro, D., & Porter, L. (2014). Peer instruction in computing: The value of instructor intervention. Computers and Education, 71, 87-96.
Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In V. Patel (ed.), Proceedings of the 10th Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert et al. (eds.) Visualization: Theory and practice in science education, Springer Netherlands, 191-208.
Wong, D., Poo, S. P., Hock, N. E., & Kang, W. L. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178.
Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16(2), 122-138.
Pollock, S. J., Finkelstein, N. D., & Kost, L. E. (2007). Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? Physical Review Special Topics-Physics Education Research, 3(1), 010107.
Slavin, R. E. (1978). Cooperative learning. Review of Educational Research, 50(2), 315-342.
Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2009). Characterizing the gender gap in introductory physics. Physical Review Special Topics-Physics Education Research, 5(1), 010101.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186