Resource Letter RPS-1: Research in problem solving

By L. Hsu, Eric T. Brewe, Thomas M. Foster, K. Harper. 2004

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7e3061c3c053c3336917301afe696b9b23102a26

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Karl A. Smith
2. Eric Weilin Kuo
3. Natalie R. Nielsen
4. Edward F. Redish
5. Elif Bahar Tuna Ince
6. Susan Rundell Singer
7. H. Schweingruber
8. Sarah L. Eddy

In Education

1. Eric Weilin Kuo
2. Karl A. Smith
3. Sarah L. Eddy
4. S. Freeman
5. Edward F. Redish
6. M. Wenderoth
7. Natalie R. Nielsen
8. Elif Bahar Tuna Ince

In Experimental and Cognitive Psychology

1. Elif Bahar Tuna Ince
2. Edward F. Redish
3. Sarah L. Eddy

Citations in the corpus

• An Overview of Problem Solving Studies in Physics Education. (2018, methodology): “In most of researches’ results were presented related with determination of students’ ability on general problem solving strategies sub-steps such as drawing diagrams, visualising, using mathematical equations and concept understanding (Jong and Hessler, 1991; Heller et al., 1992; Huffman, 1997; Bag”
• Looking Beyond Content: Skill Development for Engineers (2008, background): “The research literature on problem solving (Hsu et al., 2004) notes that one of the main problems novice problem solvers in physics have is in classifying problems appropriately; for example, knowing whether to bring Newton’s second law or energy conservation to bear (Chi, Feltovich, and Glaser, 198”
• Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Researchers in numerous disciplines have drawn a distinction between well-defined and ill-defined problems (Hsu et al., 2004; Reitman, 1965).”
• Active learning increases student performance in science, engineering, and mathematics (2014, methodology): “According to a recent cohort study from the National Center for Education Statistics (19), there are gaps of 0.5 and 0.4 in the STEM-course grade point averages (GPAs) of first-year bachelor ’ s and associate ’ s degree students, respectively, who end up leaving versus persisting in STEM programs.”
• Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology (2014, background): “(Maloney 1994; Hsu et al. 2004), the physics community continues to have mixed success in teaching students to use math effectively in physics.”