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Traditionally, scholars in physics education research pay attention tostudents solving well-structured learning activities, which provide restrictedroom for collaboration and idea-generation due to their close-ended nature. Inorder to encourage the socialization of information among group members, weutilized a real-world problem where students were asked to generate awell-structured physics task, and investigated how student groups collaboratedto create physics problems for younger students at an introductory physicscourse at a university in northern Chile. Data collection consists of audiorecording the group discussions while they were collaborating to develop theirphysics problems as well as the solutions they created to their problems.Through interviews, we accessed students' perceptions on the task and itschallenges. Results suggest that generating problems is an opportunity forstudents to propose ideas and make decisions regarding the goals of theproblem, concepts and procedures, contextual details and magnitudes and unitsto introduce in their generated problems. In addition, we found evidence thatgroups tested the validity of their creations by engaging in strategies oftenobserved with algebra-based physics problems, such as mathematical proceduresand qualitative descriptions of the physics embedded in the problem, yet groupsinvested more time with algebra-based strategies compared to more qualitativedescriptions. Students valued the open-ended nature of the task and recognizedits benefits in utilizing physics ideas into context, which in turn enabledcollaboration in a way not experienced with traditional algebra-based problems.These findings support the use of generative activities as a pathway forstudents to engage in real-world physics problems that allow for a range andvariety of collective processes and ideas.

Investigating how students collaborate to generate physics problems through structured tasks