Fatin Aliah Phang binti Abdullah

Fatin undertook an MPhil in Education (Educational Research) during the 2005-2006 academic year, and then undertook her PhD which she completed completed in 2009, (both supervised by Keith Taber *).


The Patterns of Physics Problem-solving from the Perspective of Metacognition

Her MPhil thesis was Submitted July 2006

Abstract:
Previous studies in Physics problem-solving suggest that there are differences between expert and novice Physics problem-solvers in terms of knowledge organisation and application in problem-solving. However, is it arguable that many of these studies are based on activities that should not be considered real problem-solving. Consequently, there is a limited body of research into fundamental aspects of problem-solving among the so-called ‘novices’ available to inform the design of instruction to develop problem-solving ability among ‘novices’. Recent work suggests that metacognitive skills play a vital role in problem-solving. Yet, there are only a few studies looking specifically into the role of metacognitive skills in Physics problem-solving. The research discussed here is an attempt to investigate the patterns of Physics problem-solving among 6 Key Stage (14-16 years old) students in Cambridge through the lens of metacognition. In order to match the students with ‘real’ problems (i.e. that are difficult for them but solvable), 54 students from 2 schools were given a Physics Problems Test (PhyPT) consists of 6 problems on Linear Motion and followed by 2 questions to measure the level of difficulty of each problem. Later, 6 students were selected to undergo a session of individual problem-solving using thinking-aloud and observation by the researcher, followed by retrospective semi-structured interviews. The thinking-aloud was being recorded, transcribed and coded using the constant comparative method of Grounded Theory. The analysis of the thinking-aloud protocols was supported by the analyses of data from the interviews, observations and analysis of answer sheets. Though this small-scale project has not reached the stage of theoretical saturation, the used of an open coding technique, constant comparison method and theoretical sampling provides a concrete foundation for generating some working hypotheses about the pattern of Physics problem-solving among these students. 
 


To obtain a copy of the main text of the thesis (Copyright 2006 Fatin Aliah Phang binti Abdullah): The Patterns of Physics Problem-Solving From the Perspective of Metacognition (MPhil thesis)


Her PhD thesis was submitted May 2009

Abstract:
Previous studies in Physics problem-solving suggest that there are differences between expert and novice Physics problem-solvers in terms of knowledge organisation and application in problem-solving.  However, it is arguable that many of thesestudies are based on activities that should not be considered as real problem-solving. The definition of a real problem was not taken into account when selecting the ‘expert’ and ‘novice’ problem-solvers.  Consequently, there is a limited body of researchinto fundamental aspects of problem-solving among the so-called ‘novices’ available to inform the design of instruction to develop problem-solving ability among ‘novices’.  Recent work suggests that metacognitive skills play a vital role in problem-solving.  Yet, there are only a few studies looking specifically into the role of metacognitive skills in Physics problem-solving, especially among secondary school students.  This study attempts to investigate the patterns of Physics problem-solving among Key Stage 4 students through the lens of metacognition using Grounded Theory.  In order to match the students with ‘real’ problems, 148 students from fiveschools were given a Physics Problems Test (PhyPT) consisting of 6-8 Physics ‘problems’, followed by two questions to measure the level of difficulty of each problem. Later, 26 students, at different stages of the research, were selected as a theoretical sample to undergo a session of individual problem-solving using thinking-aloud and observation, followed byretrospective semi-structured interviews.  Additional problems were constructed to match the level of difficulty and conceptual understanding of these selected students.  The analysis of the thinking-aloud protocols was supported by the analyses of interviews, video observations and answer sheets using constant comparative method.  A general pattern of Physics problem-solving was produced with three variations that could further describe the students’ patterns in detail.  A substantive theory concerning the metacognitive aspect of Physics problem-solving among the students was also generated from this study.


To obtain a copy of the main text of the thesis (Copyright 2009 Fatin Aliah Phang binti Abdullah): The Patterns of Physics Problem-Solving From the Perspective of Metacognition (PhD thesis)
Dr. Phang teaches at Universiti Teknologi Malaysia

To contact Fatin by email: p-fatin@utm.my

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* Dr. Keith S. Taber teaches in the Faculty of Education at the University of Cambridge. He supervises student research projects in aspects of teaching and learning science. His interests include topics such as: conceptual development in science, 'misconceptions', alternative conceptions, intermediate conceptions, conceptual frameworks, conceptual resources for learning (p-prims etc), aspects of student conceptual structure (manifold conceptions, stability, coherence of ideas etc.) in science, models in teaching and learning science, aspects of language in teaching and learning science (analogy, metaphor, tautology, anthropomorphism), conceptual progression and integration, learning pathways / trajectories, explanations in science, the relationship between the sciences and schools science, teaching and learning about the nature of science, teaching the gifted/highly able in science, scaffolding learning in science, constructivism in science education, the development of a progressive research programme into learning science…

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