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In this study, we explored the extent to which problems and instructionalstrategies affect social cohesion and interactions for information seeking inphysics classrooms. Three sections of a mechanics physics course taught at aChilean University in Coquimbo were investigated. Each section had a weeklyproblem-solving session using different sets of well and/or ill-structuredproblems (i.e., algebra-based and open-ended problems respectively), as well asinstructional strategies for guiding the problem-solving sessions. Data wascollected on networks of information seeking and perceptions of good physicsstudents, during a problem-solving session. We used social network analysis(SNA) for constructing variables while conducting the study. Results suggestthat the teaching and learning strategies to guide problem-solving of well andill-structured problems yield different levels of social interaction amongclassmates, and significant levels of activity in seeking out information forlearning and problem-solving. While strategies for guiding problem-solving lendto significant differences for network connectivity, well and ill-structuredphysics problems predict similar levels of social activity.

Physics problems and instructional strategies for developing social networks in university classrooms