Learner's Written Response: Question One Interview Transcripts: Question One Learner's Written Response: Question Two Interview Transcripts: Question Two. One of the biggest concerns is that of the poor grade 12 exam results, especially in Physical Science and Mathematics. There is reason to believe that traditional methods of teaching Science and Physics in schools are ineffective and that significant improvement in teaching methods can be achieved through a vigorous program of pedagogical research and development.
The purpose of this research was to collect and document qualitative data on the problem-solving strategies used by high school physics students to solve real-life problems. The presentation of the problem-solving process in terms of intuitive modeling strategies provided insight into what conceptual and intuitive knowledge students use in a problem situation. Gained insight into fundamental aspects of problem solving in terms of appropriate strategy use, inappropriate strategy use, and misconceptions could aid information in structuring, presenting, and accessing knowledge.
Thus, this study suggests that if students receive appropriate guidance from teachers, they may not only be able to formulate equations on their own, but also be able to recall them easily and apply them correctly in new situations. Because no other research has addressed problem-solving strategies in the physical sciences like this study, we hope that the findings of this study will make a significant contribution to the teaching of kinematics at the high school level.
INTRODUCTION
The learner memorizes an algorithm to get the "right answer", but does not have an understanding of the concepts and theorems of physics that explain the phenomenon. There is therefore a large gap between the "protoconcepts" with which most learners come to the study of kinematics and their understanding of the physical constructs in the light of conventional teaching (Arons 1997:45). In many cases, one of the problems is that neither home background nor contemporary education has made learners aware of the alternative ways to approach the problem-solving situation.
This can be nurtured, developed and improved in most learners provided it is rooted experientially and not too fast paced and provided the learner's mind is actively engaged. It would be expected that an improvement in the student's performance in problem solving would come from a deeper understanding of the nature of this process. If these strategies are based on a lack of understanding, it is the role of the educator who has knowledge of the strategies to develop these effective strategies in the learner rather than simply imposing correct strategies.
The root of the problem is that science and mathematics are usually taught in a decontextualized way, completely devoid of any relationship with the real world (De Villiers 1983;). A possible reason could be that science and mathematics have evolved in the minds of humans. educator as a purely theoretical separate discipline.
REVIEW OF LITERATURE
Problem solving consists of the mental and behavioral activities involved in dealing with problems. The formula therefore has a better chance of being remembered and the learner's knowledge is consolidated. Thus the concept of a function evolved from the application of mathematics to the study of the physical universe.
This leads to confusion in the mind of the learner and the formulation of vague expressions. By participating in the construction of similes, learners gain a level of formal understanding of the subject. A study of the scripts for problem three revealed more pronounced differences in the techniques used to arrive at a solution to the problem.
Evidence of the strategies and activities discussed by Dhillon is present in the performance of the students in this study. The transcripts were used to capture the solver's train of thought and the knowledge and style used to solve the problems. Piaget modeled his interviews on methods used by psychiatrists in the early twentieth century.
In the clinical interview, it is important to identify potential errors made by students, regardless of the validity of their representations.
RESULTS AND ANALYSIS
The speed of an object with an initial speed of 0 mist increases by 5 mist every second. The speed of an object with an initial speed of 10 mist increases by 2 mist every second. The question was: "The speed of an object with an initial speed of O mist increases by 5 mist every second.".
To calculate the speed in the initial phase of the movement, Dinesha and Erica used horizontal multiplication. To calculate the time at which the speed was given, she simply divided the speed by 5. Neither of them realized that it was the speed that needed to be calculated and not the time.
Because she thought "mis" was velocity and "v" was also velocity, she was confused that she had velocity on both sides of the equation. Throughout the work, the students were aware of the fact that as time increases, speed also increases. The speed of an object with an initial speed of IO m/s increases by 2 mi.' every second.
However, while calculating the speed at 3 seconds, she unconsciously realized that a functional relationship between the speed and time had to be taken into account, hence the switch in the strategy to include time. If she had checked that the time was calculated correctly using the inverse of the 'speed' formula, she would have realized that she had made a mistake. As a result, she could not formulate a single relationship between the speed and time for the entire table.
To calculate the speed to 1 second, she simply divided the numbers given in the problem. That is, in calculating the speed at 50 seconds and 80 seconds she did exactly what Wendy had done, i.e. to calculate the speed at 50 seconds she realized that the additive strategy would fall away and that there was a functional relationship between speed and time had to be formulated.
This was incorrectly stated because the speed of the object increased as time increased. Four of the students compared this question to question 1 and considered the speed to be zero meters per second.
CONCLUSIONS
Future research could address the impact that social interaction has on students' problem-solving strategies in a similar context as this study. From real life situations, for example actual experimental work such as Newton's Law - experiments carried out in the laboratory on falling bodies, balls rolling on a platform, etc. Class, editors M. London: Routledge & Kegan Paul.
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The speed of an object with an initial speed of O mis increases by 5 mis every second. The speed of an object with an imt1al speed of O mis increases by 5 mis every second. TI1e speed of an object with an imt1al velocity of O ms increases by 5 ms every second.
The speed of an object with an initial speed of O ms increases by 5 ms every second.
The speed of an object with an initial speed of O mis increases by 5 m/s every second. The speed of an object with an initial speed of O m/s increases by 5 ms every second. So for 1 second its speed increases by 5 meters per second so for 120 the speed will increase by 5 times 600 meters per second.
The speed of the object was zero meters per second and that is the speed we are starting with. The speed of an object with an initial speed of IO mist increases by 2 . miss every second. The speed of an object with an initial speed of IO mist increases by 2 m/s every second.
The speed of an object with a starting speed of IO mis increases by 2 mi every second. Do you think the speed in one second is equal to 2 meters per second, correct? No, according to the statement, the initial velocity is 10 meters per second, so at zero seconds the velocity will be 10.
