Problem-Solving Frameworks for Tutorials in Upper-Division Electricity and Magnetism

We explore the use of tutorials to assist upper-division electricity & magnetism (E&M) students with problem solving. Specifically, we test two versions of tutorials; one that implements a problem-solving framework, and another with the framework removed. Data examined in this paper includes student exam problems, an end-of-semester survey, interviews, and problem-solving exercises administered using a think-aloud protocol. Preliminary results when considering exam scores alongside student comments offer some evidence that tutorials structured on a problem-solving framework may improve conceptual parts of problem solving for students. Student problem-solving processes are also examined, and we find that these upper-division students struggle with practices of checking their reasoning, an area for future attention.