Learning physics by means of model-based concept maps and collaborative problem solving

In an experimental study, we investigated how tenth graders acquire, extend, and successively relate knowledge about qualitative and quantitative aspects of physics. In the first phase, subjects were taught either qualitative or quantitative aspects of classical mechanics by means of two instructional units. The presentation of information in both units rook place by means of concept maps. The concept maps were constructed on the basis of a cognitive simulation model. In a second phase, dyads were formed with subjects who received different instructional units. They cooperatively worked on problems which demand the coordinated use of qualitative and quantitative knowledge. Before and after the instructional unit, as well as after the collaborative problem solving, subjects had to answer a multi-component test. An analysis of variance revealed that qualitative and quantitative knowledge can successfully be taught by means of model-based concept maps. Furthermore, subjects who were initially taught qualitative aspects of physics gained more from the information provided by their quantitatively instructed partners than the other way round. Subjects in both groups were nevertheless able to relate knowledge about qualitative and quantitative aspects, at least partially.