Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels

TL;DR

This study explores how students and instructors perceive the roles of conceptual and quantitative problem-solving in physics education across different levels, revealing patterns and mismatches in priorities and perceptions.

Contribution

It provides empirical insights into the alignment and differences between student and instructor perspectives on problem-solving in physics from introductory to graduate levels.

Findings

Students and instructors show varying emphasis on conceptual versus quantitative problem-solving.

There are notable alignments and misalignments between student and instructor perceptions.

Perceptions evolve across course levels, affecting learning and expertise development.

Abstract

Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving. For example, they may argue that a course emphasizes primarily conceptual over quantitative problem-solving or may emphasize equally on both depending on instructional context and assessment design. In this study, we investigated how students and instructors across different levels of physics instruction perceive the roles and development of conceptual and quantitative problem-solving in student learning and expertise development. Using departmental surveys administered at the beginning and end of each semester, we collected both Likert-scale and open-ended responses from students enrolled in introductory, upper-level undergraduate and graduate physics courses. These surveys assessed students' self-perceived skills, preferences and perceptions of instrucots and course emphasis. To complement student perspectives, we conducted interviews with instructors using parallel questions adapted to reflect instructional goals and expectations. Our findings highlight patterns in how students and instructos prioritize conceptual and quantitative problem-solving across course levels, as well as alignment and misalignment between student and instructor perspectives.