Abstract

In this study we explored the extent to which problems and instructional strategies affect social cohesion and interactions for information seeking in physics classrooms. Three sections of a mechanics physics course taught at a Chilean University in Coquimbo were investigated. Each section had a weekly problem-solving session using different sets of well and/or ill-structured problems (i.e., algebra-based and open-ended problems respectively), as well as instructional strategies for guiding the problem solving sessions. Data was collected on networks of information seeking and perceptions of good physics students, during a problem solving session. We used social network analysis (SNA) for constructing variables while conducting the study. Results suggest that the teaching and learning strategies to guide problem solving of well and ill-structured problems yield different levels of social interaction among classmates, and significant levels of activity in seeking out information for learning and problem-solving. While strategies for guiding problem solving lend to significant differences for network connectivity, well and ill-structured physics problems predict similar levels of social activity.