The topic of students’ application of conceptual knowledge in physics is constantly being researched. It is a common occurrence that students are able to solve numerical problems without understanding the concepts involved. The primary focus of this dissertation is to investigate the extent to which a group of first year physics students are able to identify and use the correct physics concepts when solving problems set in different contexts. Furthermore, this study aims to identify underlying factors giving way to students not applying appropriate physics concepts. A questionnaire was designed in test-format in which all the problems dealt with two objects whose movement had to be compared to each other. The physical quantities describing or influencing the objects’ movement differed in each consecutive problem; whilst the nature of the concept under consideration remained the same. The problems were set in various contexts namely: i. Formal conceptual questions, some with numeric values; ii. Questions set in every day context with/without numeric values; iii. Questions on vertical upward, vertical downward and horizontal motion. The questionnaire was distributed to 481 students in the first-year physics course in 2014 at the Potchefstroom Campus of the North West University. It was expected that the percentage of correct answers would reveal discrepancies in the responses to contextual, numeric and formal conceptual questions. The outcome of the statistical analysis confirmed this expectation. In addition, it seemed that only a few students were able to correctly identify the appropriate variables when considering vertical and horizontal movement while the majority of the students did not apply the same physics principle in isomorphic vertical upward and vertical downward problems. It appears that the context in which the question was posed determined whether the problem was seen as an item that would require “physics reasoning” or as a setting where physics reasoning did not apply. The results revealed students inability to relate physics concepts to appropriate mathematical equations. Two important results from this work are: (1) the presentation of a questionnaire that can be implemented to investigate various aspects regarding the contexts of physics problems; and (2) expanding the concept of context to include the direction of movement as a separate context. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015

The topic of students’ application of conceptual knowledge in physics is constantly being researched. It is a common occurrence that students are able to solve numerical problems without understanding the concepts involved. The primary focus of this dissertation is to investigate the extent to which a group of first year physics students are able to identify and use the correct physics concepts when solving problems set in different contexts. Furthermore, this study aims to identify underlying factors giving way to students not applying appropriate physics concepts. A questionnaire was designed in test-format in which all the problems dealt with two objects whose movement had to be compared to each other. The physical quantities describing or influencing the objects’ movement differed in each consecutive problem; whilst the nature of the concept under consideration remained the same. The problems were set in various contexts namely: i. Formal conceptual questions, some with numeric values; ii. Questions set in every day context with/without numeric values; iii. Questions on vertical upward, vertical downward and horizontal motion. The questionnaire was distributed to 481 students in the first-year physics course in 2014 at the Potchefstroom Campus of the North West University. It was expected that the percentage of correct answers would reveal discrepancies in the responses to contextual, numeric and formal conceptual questions. The outcome of the statistical analysis confirmed this expectation. In addition, it seemed that only a few students were able to correctly identify the appropriate variables when considering vertical and horizontal movement while the majority of the students did not apply the same physics principle in isomorphic vertical upward and vertical downward problems. It appears that the context in which the question was posed determined whether the problem was seen as an item that would require “physics reasoning” or as a setting where physics reasoning did not apply. The results revealed students inability to relate physics concepts to appropriate mathematical equations. Two important results from this work are: (1) the presentation of a questionnaire that can be implemented to investigate various aspects regarding the contexts of physics problems; and (2) expanding the concept of context to include the direction of movement as a separate context. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015

This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)