Development of an explanatory framework for the solution of electricity problems
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Development of an explanatory framework for the solution of electricity problems Ontwikkeling van ’n verklarende raamwerk vir die oplossing van elektrisiteitsprobleme | |
| Creator | Koontse, Reuben D. Kriek, Jeanne | |
| Description | Problem solving is considered a higher order thinking skill and is included as one of the 21st century’s core competencies. To demonstrate how students’ use of a specific mathematical approach leads to a particular type of understanding when solving problems in electricity, an interpretive framework was developed. This interpretive framework combined two extensively used frameworks, namely Mathematical Resources (MR) and Extended Semantic Model (ESM) and was rationalised in electricity subtopics namely electric circuit, electric force and electric field. An interpretivist research paradigm was chosen to explain and derive meaning from fifteen first year physics students’ mathematical approaches in solving electricity problems. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. The need for a qualitative approach to solving physics problems rather than a quantitative one was presented and this has implications for future approaches to teaching science. Probleemoplossing word as ’n hoërorde-denkvaardigheid beskou en is as een van die 21ste eeu se kernkundighede ingesluit. Ten einde te illustreer hoe studente se gebruik van ’n spesifieke wiskundige benadering tot ’n bepaalde soort begrip lei wanneer elektrisiteitsprobleme opgelos word, is daar ’n verklarende raamwerk ontwikkel. Hierdie verklarende raamwerk kombineer twee algemeen gebruikte raamwerke, naamlik Wiskundige hulpmiddels (WH) en die Uitgebreide semantiese model (USM), en is in drie subonderwerpe van elektrisiteit, naamlik elektriese stroombane, elektriese krag en elektriese veld, gerasionaliseer. Daar is op ’n interpretiwistiese navorsingsparadigma besluit om vyftien eerstejaarstudente se wiskundige benadering in die oplossing van elektrisiteitsprobleme te verduidelik en sin daaruit te maak. Oor die algemeen is daar bevind dat studente meer geneig is om formele wiskundige reëls te aktiveer, selfs wanneer die gebruik van basiese of alledaagse wiskunde, waar intuïtiewe kenniselemente en oorspronklike redenering geaktiveer word, doeltreffender sou wees. Die behoefte aan ’n kwalitatiewe, in plaas van kwantitatiewe, benadering in die oplossing van fisikaprobleme het aan die lig gekom. Die studie het implikasies vir toekomstige benaderings tot wetenskaponderrig. | |
| Publisher | AOSIS | |
| Date | 2017-11-29 | |
| Identifier | 10.4102/satnt.v36i1.1442 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 6 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 6 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1442/3409
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1442/3408
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1442/3411
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1442/3401
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