Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis
Charles Henderson *
Western Michigan University, Kalamazoo, Michigan 49008, USA
Edit Yerushalmi *
Weizmann Institute of Science, Rehovot, Israel, 76100
Vince H. Kuo †, Kenneth Heller, and Patricia Heller
University of Minnesota, Minneapolis, Minnesota 55455, USA
Physical Review Special Topics Physics Education Research
Received 28 October 2005; published 12 December 2007
To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.
©2007 The American Physical Society
PACS: 01.40.Fk, 01.40.G−, 01.40.J−, 01.50.Kw
* Previously at School of Physics and Astronomy, University of Minnesota, Minneapolis, MN 55455, USA.
† Present address: Department of Physics: Colorado School of Mines, Golden, CO, 80401, USA.