Abstract

Student-generated physics problems are a way to encourage students to utilize concepts and to identify situations in which to use them. This study looks at three undergraduate physics sections at a university in Chile and how students generated and established their own problems in circular motion (CM) for high school students. By collecting and analyzing the work created by undergraduate student groups, we were able to identify the various physics concepts and characteristics students used when developing the situation of each problem, the content involved, and the question items designed for high school students. Through a description of the concepts and characteristics, we identify differences and similarities regarding kinematic concepts and problem characteristics across the three sections that undergo different sets of physics problems. This work may further our understanding of how students interpret and use the physics ideas taught at the undergraduate level, and the types of problems they are most familiar with depending on instruction.