Pedagogy in Action > Library > Context-Rich Problems > References


Antonenko, P.D., Jackman, J., Kumsaikaew, P., Marathe, R.R., Niederhauser, D.S., Ogilvie, C.A., & Ryan, S.M. (2007). Understanding Student Pathways in Context-rich Problems (more info) . The Smithsonian/NASA Astrophysics Data System. In this paper the authors track the progress of groups of students towards more expert-like problem solving through the use of context-rich problems.

Bangs, J. (2007). Teaching perfect and imperfect competition with context-rich problems. Social Science Research Network. This paper describes the experience of using context-rich problems in a principles of microeconomics course.

Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (1999). (Bransford et al, 1999) . Washington D.C.: National Academy Press. This book from the National Research Council provides information on the differences between expert and novice approaches.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning . Educational Researcher, 18(1), 32-42. This paper discusses the importance of context in learning within the cognitive apprenticeship model.

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science 5,121–152. This paper discusses the difference in knowledge organization between novices and experts.

Diefes-Dux, H.A., Moore, T., Zawojewski, J., Imbrie, P.K., & Follman, D. (2004). A framework for posing open-ended engineering problems:model-eliciting activities ( This site may be offline. ) . Proceedings of the 34th annual ASEE/IEEE Frontiers in Education conference in Savannah, GA, FIA3-8. This paper gives examples of using context-rich problems in engineering.

Duch, B.J., Groh, S.E., & Allen, D. E. (2001). The power of problem-based learning: A practical "how to" for teaching undergraduate courses in any discipline . Sterling, VA: Stylus Publishing, LLC. This book discusses using real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively.

Heller, P., Keith, R. & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving . American Journal of Physics, 60(7), 627-636. This paper describes using cooperative group learning in a physics course. The learning focused on problem solving abilities with the use of context-rich problems.

Heller, P. & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups . American Journal of Physics, 60(7), 637-644. This paper compares the use of problem solving strategies with traditional and context-rich problems.

Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes . Educational and Technology Research & Development, 45(1), 65-94. This paper outlines the differences between traditional and real world problems.

Jonsson, G., Gustafsson, P., & Enghag, M. (2007). Context rich problems as an educational tool in physics teaching -- A case study . Journal of Baltic Science Education, 6(2), 26-34. In this paper the authors describe their use of context-rich problems in a university level physics course. They found that students felt that the context-rich problems helped their understanding of physics concepts and increased their interest in physics.

Martinez, M. E. (1998). What Is Problem Solving? . Phi Delta Kappan, 79,605-609. This paper gives a good general overview of cognitive research on problem solving.

Simkins, S. P. & Maier, M. (2008). Learning from physics education research: Lessons for economics education. Social Science Research Network. This paper highlights four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.

University of Minnesota physics education research and development (UMPERD) This website provides instructions about and several examples of using context-rich problems in physics courses.

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