Uploaded June 2022 | Updated September 2026, 2 hours ago
What makes us creative problem solvers? The answer takes more than one video. But here are the results of some studies exploring how people solve physics problems: do they see the creative shortcut? Or are they stuck working out the problem in the standard way?
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00:00 Introduction
00:26 What are force diagrams?
00:48 The study and its results
01:39 Explanation one
01:57 Explanation two
02:42 Why draw a diagram?
References:
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2017). When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 39(7), 814-839. tandfonline.com/doi/abs/10.1080/09500693.2017.1308037
Heckler, A. F. (2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829-1851.
researchgate.net/profile/Andrew-Heckler/publication/233366500_Some_Consequences_of_Prompting_Novice_Physics_Students_to_Construct_Force_Diagrams/links/0deec53220b7f7ae2c000000/Some-Consequences-of-Prompting-Novice-Physics-Students-to-Construct-Force-Diagrams.pdf
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2015, December). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. In The Physics Education Research Conference 2015.
researchgate.net/profile/Eric-Kuo/publication/299701476_How_prompting_force_diagrams_discourages_student_use_of_adaptive_problem-solving_shortcuts/links/57e3f25d08ae8d5908c162d1/How-prompting-force-diagrams-discourages-student-use-of-adaptive-problem-solving-shortcuts.pdf
What makes us creative problem solvers? The answer takes more than one video. But here are the results of some studies exploring how people solve physics problems: do they see the creative shortcut? Or are they stuck working out the problem in the standard way?
Join my online learning community: benjaminkeep.com/community
00:00 Introduction
00:26 What are force diagrams?
00:48 The study and its results
01:39 Explanation one
01:57 Explanation two
02:42 Why draw a diagram?
References:
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2017). When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 39(7), 814-839. tandfonline.com/doi/abs/10.1080/09500693.2017.1308037
Heckler, A. F. (2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829-1851.
researchgate.net/profile/Andrew-Heckler/publication/233366500_Some_Consequences_of_Prompting_Novice_Physics_Students_to_Construct_Force_Diagrams/links/0deec53220b7f7ae2c000000/Some-Consequences-of-Prompting-Novice-Physics-Students-to-Construct-Force-Diagrams.pdf
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2015, December). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. In The Physics Education Research Conference 2015.
researchgate.net/profile/Eric-Kuo/publication/299701476_How_prompting_force_diagrams_discourages_student_use_of_adaptive_problem-solving_shortcuts/links/57e3f25d08ae8d5908c162d1/How-prompting-force-diagrams-discourages-student-use-of-adaptive-problem-solving-shortcuts.pdf
