Parameterized problem solving: a strategy to stimulate collaborative learning

Abstract

In this paper, we aim to explore how the use of closed and parameterized problems, in the context of General and Experimental Physics I, is received and realized by university students of Engineering participating in this discipline. As well as to investigate if the use of this type of problem has the potential to foster the practice of collaborative learning among these students. This work was developed according to the research perspective called Action–Research which aims at a concrete action to solve a real problem. The data collection instrument employed was a questionnaire composed of four closed questions. Data analysis indicates that the vast majority of participants prefer to use parameterized problems because they recognize that type of problem may stimulate collaborative learning by discussing and comparing procedures of solving problem. It also indicates that this type of didactic task can stimulate the practice of collaborative learning and that this didactic strategy has the potential to be generalized to other classroom contexts.