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Exploring the Sequential Structure of Students' Physics Problem-Solving Approaches Using Process Mining and Sequence Analysis

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Title: Exploring the Sequential Structure of Students' Physics Problem-Solving Approaches Using Process Mining and Sequence Analysis
Language: English
Authors: Paul Tschisgale (ORCID 0000-0001-6763-2457), Marcus Kubsch (ORCID 0000-0001-5497-8336), Peter Wulff (ORCID 0000-0002-5471-7977), Stefan Petersen (ORCID 0000-0003-0220-5758), Knut Neumann (ORCID 0000-0002-4391-7308)
Source: Physical Review Physics Education Research. 2025 21(1).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Problem Solving, Physics, Science Instruction, Teaching Methods, High Achievement, Low Achievement, Learning Analytics, Formative Evaluation, Bayesian Statistics, Competition, Foreign Countries, Sequential Approach, Student Evaluation, Evaluation Methods, Feedback (Response)
Geographic Terms: Germany
DOI: 10.1103/PhysRevPhysEducRes.21.010111
ISSN: 2469-9896
Abstract: Problem solving is considered an essential ability for becoming an expert in physics, and individualized feedback on the structure of problem-solving processes is a key component to support students in developing this ability. Problem-solving processes consist of multiple elements whose order forms the sequential structure of these processes. Specific sequential structures can be expected to better reflect expert problem solving and more likely lead to successful solutions. However, this sequential structure often receives limited attention in assessments, thereby neglecting possibly valuable diagnostic information that could be used for individualized feedback. Consequently, a deeper understanding of the sequential structure of students' written physics problem-solving approaches could leverage novel potentials for physics instruction and feedback provision. This study therefore aimed to examine how the sequential structure of written problem-solving approaches differs between high- and low-performing problem solvers as well as to what extent specific sequential elements are predictive of problem-solving performance. To achieve this, we employed methods from process mining and sequence analysis research. Our findings revealed that low-performing problem solvers often lack structure in their problem-solving approaches, contrasting with notably more systematic approaches of the high-performing problem solvers. Additionally, the order in which assumptions and conceptual aspects are addressed in a problem-solving approach seems to be an indicator of problem-solving performance. The findings of this study enhance our understanding of physics problem-solving processes and highlight opportunities for improving instruction and feedback for physics problem solving by considering the sequential structure of students' physics problem-solving approaches.
Abstractor: As Provided
Notes: https://osf.io/qvsp8
Entry Date: 2025
Accession Number: EJ1462937
Database: ERIC
FullText Text:
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  Data: Exploring the Sequential Structure of Students' Physics Problem-Solving Approaches Using Process Mining and Sequence Analysis
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  Data: <searchLink fieldCode="AR" term="%22Paul+Tschisgale%22">Paul Tschisgale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6763-2457">0000-0001-6763-2457</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcus+Kubsch%22">Marcus Kubsch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5497-8336">0000-0001-5497-8336</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Wulff%22">Peter Wulff</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5471-7977">0000-0002-5471-7977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stefan+Petersen%22">Stefan Petersen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0220-5758">0000-0003-0220-5758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Knut+Neumann%22">Knut Neumann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4391-7308">0000-0002-4391-7308</externalLink>)
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1103/PhysRevPhysEducRes.21.010111
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  Data: 2469-9896
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  Data: Problem solving is considered an essential ability for becoming an expert in physics, and individualized feedback on the structure of problem-solving processes is a key component to support students in developing this ability. Problem-solving processes consist of multiple elements whose order forms the sequential structure of these processes. Specific sequential structures can be expected to better reflect expert problem solving and more likely lead to successful solutions. However, this sequential structure often receives limited attention in assessments, thereby neglecting possibly valuable diagnostic information that could be used for individualized feedback. Consequently, a deeper understanding of the sequential structure of students' written physics problem-solving approaches could leverage novel potentials for physics instruction and feedback provision. This study therefore aimed to examine how the sequential structure of written problem-solving approaches differs between high- and low-performing problem solvers as well as to what extent specific sequential elements are predictive of problem-solving performance. To achieve this, we employed methods from process mining and sequence analysis research. Our findings revealed that low-performing problem solvers often lack structure in their problem-solving approaches, contrasting with notably more systematic approaches of the high-performing problem solvers. Additionally, the order in which assumptions and conceptual aspects are addressed in a problem-solving approach seems to be an indicator of problem-solving performance. The findings of this study enhance our understanding of physics problem-solving processes and highlight opportunities for improving instruction and feedback for physics problem solving by considering the sequential structure of students' physics problem-solving approaches.
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  Data: As Provided
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  Data: https://osf.io/qvsp8
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  Data: 2025
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