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) http://groups.physics.umn.edu/physed/Research/CRP/crintro.html This website provides instructions about and several examples of using context-rich problems in physics courses.