论文标题
两个静电问题的情况：提供图表是否会对入门物理学学生的问题解决性能产生不利影响？
Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students' problem solving performance?
论文作者
论文摘要
绘制适当的图是一个有用的问题解决启发式方法，可以将问题转换为更容易利用解决该问题的表示形式。一个主要的重点在帮助入门物理学生学习有效解决问题的同时，是为了帮助他们了解绘图图可以促进问题解决方案。我们进行了一项调查，在大型注册代数的物理学课程中，在朗诵测验中实施了两种不同的干预措施。要求学生（i）解决为他们绘制图表的问题，或者（ii）明确告知要画图。比较组没有关于图表的任何指示。我们开发了专栏，以在不同的干预小组中为学生的问题解决表现评分，并研究了十个问题。我们发现，被提供图表的学生从未表现更好，实际上表现得比其他三个问题的学生更糟，一个涉及在管中（在其他地方讨论）中的常规声波，以及我们在这里重点介绍的两个电力问题。这两个问题是电力中唯一的问题，涉及初始条件和最终条件的考虑，这可能部分解释了为什么提供图表的学生的表现要比未提供图表的学生要差得多。为了探索这一发现的潜在原因，我们对学生进行了访谈，发现提供图表的一些学生可能花费更少的时间来解决问题解决过程的概念分析和计划阶段。特别是，提供图表的人更有可能在不完全分析和理解问题的情况下提早进入问题的实施阶段，从而增加解决方案中错误的可能性。
Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.
