  In this study, we explored the extent to which problems and instructional
strategies affect social cohesion and interactions for information seeking in
physics classrooms. Three sections of a mechanics physics course taught at a
Chilean University in Coquimbo were investigated. Each section had a weekly
problem-solving session using different sets of well and/or ill-structured
problems (i.e., algebra-based and open-ended problems respectively), as well as
instructional strategies for guiding the problem-solving sessions. Data was
collected on networks of information seeking and perceptions of good physics
students, during a problem-solving session. We used social network analysis
(SNA) for constructing variables while conducting the study. Results suggest
that the teaching and learning strategies to guide problem-solving of well and
ill-structured problems yield different levels of social interaction among
classmates, and significant levels of activity in seeking out information for
learning and problem-solving. While strategies for guiding problem-solving lend
to significant differences for network connectivity, well and ill-structured
physics problems predict similar levels of social activity.
