International Journal of Scientific & Engineering Research Volume 8, Issue 5, May-2017 844

ISSN 2229-5518

A Logical way of Solving Story Problems in

Physics
Vijesh K, Dr. ManojPraveen G

Abstract— The best way to teach and learn a concept in Physics is to embed it in a problem situation.Unfortunately teachers and
learners ignore the importance of problem solving process in education.Traditional approach to solve typical text book problems in physics
does not support conceptual understanding. Effective problem solving demands proper conceptual understanding. If the novice problem
solver is provided suitable problem solving learning environment he will successfully transfer his problem solving ability to novel situation.
Solving problems logically requires a systematic approach. For this the investigator designed a problem schema that explains the
conceptual model of the problems. This design is based on the model suggested by Jonassen. Solving problems using problem schema
elucidate the relationship between the situational elements and structural elements embedded in the problem. Investigator constructed
problem schema for story problems in the chapter ‘Electricity’of 10th standard. To be systematic, a wholistic structural map (semantic
network) of the chapter ’Electricity’ was prepared and the major problem types associated with the chapter ‘Electricity’ were identified.

Index Terms— Problem solving, Story problem, Problem Schema, Well structured problem, Schema Based Learning, Physics
education,Problem type, Structural map

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1 INTRODUCTION

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acing problems and solving problems are quite
natural in human life. So the learning of how to solve
2 PROBLEM SOLVING
problems has a key function in human lifespan. In
the field of formal education problem solving based on
conceptual understanding is the symbol of constructive The word ‘Problem’ derives from the Greek problema,
learning. The best way to teach and learn a concept in meaning obstacle. Problem solving process is the careful analysis
Physics is to embed it in a problem situation.According to of details of a problem to reach a solution. Crebert, Patrick
Jonassen[7] “content, the coin of the educational realm is ,Cragnoliniet.al[1]asserted that solving problems effectively
relatively meaningless outside the context of a problem”. So requires students to identify, define and solve problems using
the logical end of education and breeding should be logic, as well as lateral and creative thinking. In the process,
problem solving. Unfortunately teachers and students arrive at a deep understanding of the topic area and
learners ignore the importance of problem solving process construct new knowledge and understanding on which they are
in education. able to make decisions.
Traditional approach to solve typical text book problems A problem consists of sets of initial states, goals states,
in physics involve identifying the physical quantities given and path constraints [13]. According to Davidson, Deuser,
in the problem and merely applying these quantities into and Sternberg [2], the elements, relations, and conditions
mathematical equations, to generate a required numerical that is given in the problem represents the initial state of
value for the unknown physical quantity.This procedure the problem (problem state), desired solution represents
does not support conceptual understanding. Effective goal state of the problem and characteristics of the problem
problem solving demands proper conceptual solver or the problem situation that make it difficult to
understanding. If the novice problem solver is provided transform initial state into goal state represents obstacles.
suitable problem solving learning environment he will So problem solving is the process of moving from problem
successfully transfer his problem solving ability to novel state to goal state (problem space) along with various
situation. Solving physics problems require a coherent operations (see fig1.).This problem space also known as
path that would integrate situational (story) content and problem schema.
semantic structure of the problem.

3DIFFERENT TYPE OF PROBLEMS

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On the basis of structuredness we can classify problems
• VijeshK is a Senior Research Fellow in Education in Farook Training
College-Research Center in Education, Calicut, Kerala, India, PH- into two. Well structured problems (problems encountered
09747371628. E-mail: [email protected] in formal education that is typical text book problems) and
• Dr.ManojPraveen G is an associate Professor in Education in Farook ill structured problems (problems that occur in our
Training College-Research Center In education, Calicut, Keralaa, India,
PH-09446645939. E-mail: [email protected] everyday and professional lives). Solutions of illstructured
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International Journal of Scientific & Engineering Research Volume 8, Issue 5, May-2017 845
ISSN 2229-5518
problems are not predictable or convergent[4]. Well- solving requires the construction of a conceptual model of the
structured problems on the other hand present all of the problem and the application of solution plans that are based on
information needed to solve the problems in the problem those models. So Story problem solving requires a logical
representation; they require the application of a limited representation of the problem.
number of rules and principles; they possess correct, Generally story problems particularly in Physics
convergent answers[4]; and have a preferred, prescribed would have a situational part and a structural part. Wood
solution process [13].It is also known as transformation [13]states that the context in which problems are embedded
problems[3], that consist of a well-defined initial state become a significant part of the problem and necessarily part of
(problem state), a known goal state, and a constrained set of its solution. Story problem solving calls for not only calculation
logical operators [5]. Analysing different type of well- accuracy, but also the comprehension of textual information, the
structured and ill structured problems Jonassen[6], capacity to visualize the data, the capacity to recognize the
identified eleven kinds of problems: logic problems, semantic structure of the problem, the capacity to sequence their
algorithms, story problems, rule-using/rule-induction solution activities correctly, and the capacity and willingness to
problems, decision making, troubleshooting, diagnosis- evaluate the procedure that they used to solve the problem [8].
solution problems, strategic performance, policy-analysis The learner’s ability to construct a conceptual model of problem
problems, design problems and dilemmas. Among them will promote transfer of problem solving skill in a different
problem situation. Problem solving strategy varies according to
story problems play important role in formal education.
problem type. The article here, illustrates the logical way of
solving Physics problems at Secondary School level. This logical
way of solving problems is based on the concept of ‘Problem
schema’, the mental representation of a problem.

5 PROBLEM SCHEMA

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Solving of story problems in secondary level physics
education strongly demands conceptual understanding of
the problem. Problem solving in semi-structured and
unstructured domains often involves the transfer of
knowledge and skills from a structured (classroom) domain
to the semi-structured or unstructured domain[10]. But
traditional approach in the form of direct translation
Fig 1:The Process of strory problem solving strategy to story problem solving do not support
conceptual understanding and often fails to foster transfer
of problem solving ability. Inability to reach satisfactory
level of proficiency in problem solving quite often creates
4 STORY PROBLEMS fear and anxiety in learner at the time of facing problems in
novel situations.
Story problem represents typical textbook problems that are To develop effective problem solving skill, the learner
shown as a piece of shallow story context (Eg:A car moving must practice problem solving process using a logical way
with a speed of 10m/s is brought to rest in 10 second by that would help the learner overcome cognitive difficulty in
applying brakes.find the retardation produced ? ) . Students problem solving. Thus teaching for problem solving must
solve numerical problems (Eg: 5-2= ? ) very easily. But most of be designed as to promote the ability to construct mental
them face difficulty to solve the same problem in story context representation of a particular problem in the minds of
(Eg:Ram has 5 balls and Sitha has 2 balls.How many balls does Sitha learners. This mental representation is called problem
have less than Ram). Often students' performance on story schema. According to Riely and Greeno[11] problem schema
problems was worse than the performance on numerical is the mental representationof the pattern of information
problems. that is represented in the problem. This Problem schema
Sherrill [12], asserts that story problems are normally (conceptual model) is necessary for developing meaningful
solved by identifying key values in the situation, selecting the solution to the problem. Jonassen [5] studied about the role
appropriate algorithm and applying the algorithm to generate a of problem schema on solving story problems. He says that
quantitative answer. This direct translation strategy focuses only problem schema includes semantic information and
on quantitative representation of problem. Often students face situational information about the problem. Problem
cognitve difficulty while solving story problems. Some cognitive schemas also possess knowledge about the process of
barriers of novice solver are inability to identify key features of solving problem. Jonassen [5] also argues that the most
problem situation; inability to visualise problem situation; successful problem solvers are those who can integrate the
inability to classify the problem; inability to identify and use key situational and structural characteristics of the story
cocepts and procedures in analogous but new situations. problems.
Jonassen [5] argues that direct translation strategy is
actualyproblem avoiding strategy and successful problem
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International Journal of Scientific & Engineering Research Volume 8, Issue 5, May-2017 846
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6 FEATURES OF PROBLEM SCHEMA
According to Jonassen[5],understanding a problem
includes two process-representing pattern of information in
the meaning of terms in the text and constructing a
conceptual model that represent the situation in the text. A
robust problem schema takes account of the following
features.

1. Problem Type(Problem classification):

According to Mayer, Larkin and Fig 2: Structure of the Problem solving learning environment for story
Kadane[9]classifying problem type is essential to an problems
understanding of the problem and transfer of problem
solving skills.Classification of problem should be based on Logical way of solving story problems
relationships embedded in the principles contained in the
problem. Solving problems logically requiresa systematic
approach. For this a problem schema that explains the
2. Structural Model conceptual model of the problems is designed. This design is
It represents structural relationship between based on the model suggested by Jonassen[5]. Solving
problems using problem schema elucidate the relationship
problem elements.Problem elements refer to the
between the situational elements and structural elements
relevant physical quantities mentioned in the problem. embedded in the problem. From personal experienceof

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teaching Physics at higher secondary school, the investigator is
The model describes the structural and causal convinced about the effect of using problem schema to impart
components of the problem. Learning about the the logical skills of problem solving to students.In the light of
this experience the investigator constructed problem schema
structure of each type of problem will help to construct for story problems in the chapter ‘Electricity’of 10th standard.
robust problem schema. To be systematic, a wholistic structural map(semantic
network) of the chapter ’Electricity’ was prepared and the
major problem types associated with the chapter ‘Electricity’
3. Situation Model
were identified. The major problem types presented in the
The situational characteristics represent the chapter ‘Electicity’are (1) Equivalent Resistance (2) Ohm’s
contextual story elementsin the problem. Situational law (3)Joules law of Heating ( 4) Electric Power.
The structural map for the chapter’Electricity’ is given
content is also valuable because it affects access to internal, as fig 3.
mental problem schemas.

4. Set Identifier
Set identifier refers to the relevant values given
in the problem for solving it. Identifying key
values in the problem isan important process in
solving story problems.

5. Arithmetic Model( Equation Builder)

Arithmetic model refers to the actual
mathematical expression connecting the known
and unknown quantities mentioned in the
Fig 3: structural map for the Chapter ‘Electricity’
problem. The problem solver assigns values from
the structural model into the equation to solve
The problem schema for the two major problem type in the
it.Fig2 shows the structure of story problem chapter is illustrated below.
Consider the story problem associated with the problem
solving environment. type –Equivalent Resistance, the structural and
situationalelements along with the relationship is
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International Journal of Scientific & Engineering Research Volume 8, Issue 5, May-2017 847
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represented in the problem schema given as fig4. training.After reviewing various studies on solving of story
problems,the investigatordesigned logical stepsfor training
students to construct problem schema.

Step1: Presentation of Story problems: A

teacher can present story problems in different way such as
in the form of an interesting story, or written description,
simulation, pictures or videos.
Step2: Visualization of the problem scenario:
Draw a simple sketch or outline of the problem scenario
Fig4. Problem schema of the problem type ‘Equivalent Resistance’
by including the relevant data and situational features of

Consider the story problem associated with the problem- the problem. The thumb nail sketch should be a reflection

type ‘Joule’s law’, the structural and situational elements of how the learner has perceived the problem situation.

along with the relationship is represented in the problem Step3:Analysis of problem scenario:
In this step the learner analyses all the elements
schema given asfig:4

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embedded in the problem conceptually. The learner can put
forth the followingquestions and find information.
1. What are the key features of problem situation?.
2. What are the target variables in the problem?
3. What are the relevant data embedded in the
problem?
4. What are the irrelevant data given in the problem
What are the Inter relationship between the target variable
and other variables in the problem.
Problem-solvers are instructed to identify relevant and
irrelevant physical quantities from the given story context.
This filtration must be based on structural relationship
between various physical quantities embedded in problem
situation.

Step4: problem classification

This is the very crucial stage of story problem solving
process. Problem classification should be done on the basis
of information gathered from contextual analysis. Miss-
categorization of ‘Problem type’ causes suggestion of
Fig.4: Problem schema of the problem type ‘Joule’s law’
unfavorable solution. To foster problem classification,The
learner can put forth the following questions
“What is the critical problem to be solved in givencontext.
What ideas/principles/laws are needed to solve this
problem?
What kind of problem it is?
How to construct Problem schema. Which is the equation required to solve the problem?
Worked examples of similar problems may not On the basis of conceptual elements and core idea
embedded in the problem context, the learner classifies the
lead to formation of required problem schema. problem. The mentor can guide the learner to classify the
problem properly
Construction of robust problem schema for solving
Step5. Argumentation:
different types of story problems demands systematic In this stage solver make arguments for their
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International Journal of Scientific & Engineering Research Volume 8, Issue 5, May-2017 848
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classification of problem. Solver must justify their REFERENCES
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Step6. Finding numerical Value of target variable:
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