Problem-solving and learning in complex environments

One broad theme of the research group is understanding learning and problem-solving within authentic experiences. The goal is to characterize features of complex problem-solving tasks to make stronger connections between coursework and professional practice. We have examined:

• Practices of theoretical physicists
• Learning in undergraduate research experiences
• Laboratory learning environments
• Mathematical problem-solving in industry and research

Practices of theoretical physicists

Led by graduate student Mike Verostek and two summer REU students, Molly Griston and Jesús Botello, eleven theoretical physicists were interviewed using cognitive task analysis methods. Teaching problem-solving skills is one of the primary goals of physics departments, and much effort in physics education research has gone toward helping students develop their problem solving abilities. However, the problems that students work on are often markedly different from the ones tackled by researchers. Research problems are often open-ended and ill-defined, whereas most “textbook” problems have known solutions and relatively straightforward paths to their answers. Relying solely on traditional pedagogical practices may hinder students’ ability to acquire certain problem solving skills by rendering key aspects of expert practice “invisible.” However, research on how physicists solve real-world problems related to their research is limited, particularly in the context of theoretical physics. Our project sought to begin filling this gap in the literature, and resulted in articles on how theorists’ ideas are generated [1], how theorists use assumptions and analogies in their research [2], and how theorists go about early-stage planning and preliminary analyses [3].

Learning in undergraduate research experiences

Led by postdoctoral researcher Dina Zohrabi Alaee (now faculty at Coastal Carolina University), this 16-week longitudinal study tracked the psychosocial growth of 10 students during and after REU programs that were held virtually during the COVID-19 pandemic [4]. Taking part in an undergraduate research experience is known to be beneficial to students in a variety of ways, including research-based skill development, clarification of career goals, and increased sense of belonging in the scientific community, among many others. However, little research has examined what aspects of REU programs contribute to those gains. This project focused on how self-efficacy, sense of belonging, identity, and other psychosocial constructs coupled to various elements of the REU program. In total, we conducted 94 interviews with student researchers throughout their programs during which we asked questions to probe students’ experience in their remote REUs. Using this data, we were able to construct a model of psychosocial growth through research opportunities.

Laboratory learning environments

The Zwickl lab has a long-standing interest in learning in laboratory environments, which date back to Ben’s work as a postdoc with Heather Lewandowski at the University of Colorado Boulder. Early work includes definitions of lab learning goals [5], creating and refining models in laboratory activities [6,7], and assessment of students’ epistemological beliefs in the lab [8]. Most recently, Zwickl has co-authored an analysis of laboratory learning environments using activity theory [9].

Mathematical problem-solving in industry and research

Several other projects in our lab have explored problem solving techniques in environments outside the undergraduate classroom. In one 2017 study led by Anne Leak, we studied the problem-solving processes carried out by graduate students in physics-intensive research [7]. This project broadened our understanding of the types of problems faced by graduate students, and resulted in a framework for types of problems based on their context, the activities they involved, and features that made them challenging. Our findings also suggested that the types of problems that students are exposed to influence the strategies they use to solve them.  This reinforces the need to provide undergraduate physicists with experiences that allow them to engage in diverse problem solving activities.

A later study in 2019 led by Dehui Hu examined mathematical problem-solving in physics-related workplaces [8]. Workplaces included physical science research labs in academia as well as photonics workplaces in industry. This study used the epistemic games framework to capture features of problem-solving processes used within workplaces that are not often discussed in PER, such as how goals and context impact approaches to mathematical problem solving. These findings therefore extended previous work on problem-solving to include professional workspaces, and suggested new ways to approach teaching problem solving in diverse physics contexts.

References

1. Griston, Molly, Botello, Jesus, Verostek, Michael, & Zwickl, Benjamin M. When the light bulb turns on: motivation and collaboration spark the creation of ideas for theoretical physicists. Physics Education Research Conference 2021. Retrieved from https://par.nsf.gov/biblio/10323332. https://doi.org/10.1119/perc.2021.pr.Griston
2. Verostek, M., Griston, M., Botello, J., & Zwickl, B. (2022). Making expert processes visible: How and why theorists use assumptions and analogies in their research. Physical Review Physics Education Research, 18(2), 020143. https://doi.org/10.1103/PhysRevPhysEducRes.18.020143 
3. Verostek, M., Griston, M., Botello, J., & Zwickl, B. M. (2022, September). Making expert cognitive processes visible: planning and preliminary analysis in theoretical physics research. In Physics Education Research Conference 2022 (pp. 469-474). https://doi.org/10.1119/perc.2022.pr.Verostek
4. Alaee, D. Z., Campbell, M. K., & Zwickl, B. M. (2022). Impact of virtual research experience for undergraduates experiences on students’ psychosocial gains during the COVID-19 pandemic. Physical Review Physics Education Research, 18(1), 010101. https://doi.org/10.1103/PhysRevPhysEducRes.18.010101 
5. Zwickl, B. M., Finkelstein, N. & Lewandowski, H. J. The process of transforming an advanced lab course: Goals, curriculum, and assessments. American Journal of Physics 81, 63–70 (2012). https://doi.org/10.1119/1.4768890
6. Zwickl, B. M., Hu, D., Finkelstein, N. & Lewandowski, H. J. Model-based reasoning in the physics laboratory: Framework and initial results. Physical Review Special Topics - Physics Education Research 11, (2015). https://doi.org/10.1103/PhysRevSTPER.11.020113 
7. Webster, C. & Zwickl, B. M. Tracking the referent system to understand students’ math modeling processes. in Proceedings of the 2019 Physics Education Research Conference 615–620 (2019). https://doi.org/10.1119/perc.2019.pr.Webster
8. Hu, D., Zwickl, B. M., Wilcox, B. R. & Lewandowski, H. J. Qualitative investigation of students’ views about experimental physics. Phys. Rev. Phys. Educ. Res. 13, 020134 (2017). https://doi.org/10.1103/PhysRevPhysEducRes.13.020134
9. Zwickl, B. M., Ikoro, V. & Allie, S. Characterizing Lab Environments Using Activity Theory. in The International Handbook of Physics Education Research: Teaching Physics (eds. Taşar, M. F. & Heron, P. R. L.) (AIP Publishing, 2023). https://doi.org/10.1063/9780735425712_010
10. Leak, A. E., Rothwell, S. L., Olivera, J., Zwickl, B., Vosburg, J., & Martin, K. N. (2017). Examining problem solving in physics-intensive Ph. D. research. Physical Review Physics Education Research, 13(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.13.020101 
11. Hu, D., Chen, K., Leak, A. E., Young, N. T., Santangelo, B., Zwickl, B. M., & Martin, K. N. (2019). Characterizing mathematical problem solving in physics-related workplaces using epistemic games. Physical Review Physics Education Research, 15(2), 020131. https://doi.org/10.1103/PhysRevPhysEducRes.15.020131