| dc.description.abstract | This thesis explores the experience of leaming physics through a particular medium: problem-solving, which is seen by many educators as the primary medium in which physics is learnt at university. Situating itself within two theoretical perspectives: phenomenography and actor-network theory, the dissertation explores the variation in the ways of experiencing introductory physics leaming through problem-solving. phenomenography, which is the main theoretical framework, places emphasis on the variation of experience of phenomenon at a supra-individual level. Leaming is regarded as relational, which means that the act of leaming is apprehended (in terms of how the learning is done as well as what is leant) in the relation between the leamer and the phenomenon. Rather than regard the content of physics learning as the phenomenon, the study proposes the process of learning physics through problem, solving as the phenomenon under investigation. The thesis draws on insights from actor-network theory, particularly with regard to the spatiality of leaming. Learning is seen as a function of enrolment.
Fifteen students were interviewed on introductory physics problems encountered in four end-of-module tests. The data were analyzed on the basis of strategy - conceived as "moments,' of problem-solving, as well as the factors (intentional and contextual) that could be seen to influence the strategy adopted. Two qualitatively distinct problem-solving strategies were identified, derived from the relative presence of reflective awareness. Further, factors influencing the strategies were identified and found to be indicative of two qualitatively distinct ways in which the students focused on the problems - either on problem content (the physics concepts) or on problem requirement (the formal requirements of the task within the test setting). These findings are seen to constitute the structural aspect of the students' experience of physics learning through problem solving. With regard to the referential aspect of the experience, the study derives two overall meanings that the students attached to their experience of physics learning through problem-solving, namely physics leaming as "reconstituting understanding', and physics learning as, confirming convention".
It is argued that the variations identified in the strategies employed by the students, in the ways they focus on problems, in their perception of the problem-solving settings, in the meanings they attach to physics learning through problem-solving - call for a framework of learning that takes account of spatiotemporal intricacy. The notion of conceptual
understanding in the learning of physics should be informed by the specific demands of the medium of problem-solving through which physics is learnt at undergraduate level | en_US |
