Factors Associated to the Problem Solving Skills of Physical Science Majors Students in Physics
A User’s Manual
Why? What? How?
Recognize the Problem
What's going on?
Describe the problem in terms of the field
What does this have to do with ...... ?
Plan a solution
How do I get out of this?
Execute the plan
Let's get an answer
Evaluate the solution
Can this be true?
University of Minnesota
With support from the National Science Foundation, University of Minnesota, and U.S.
Department of Education
© Kenneth & Patricia Heller, 2010
In reaching this stage in this work, we gratefully acknowledge the support of the University of
Minnesota, the U.S. Department of …show more content…
Why Teach Physics through Problem Solving?
What Students Typically Learn Through Problem Solving
Chapter 3. Combating Problem Solving that Avoids Physics
Part 1 – Teaching Physics Through Problem Solving
How Context-rich Problems Help Students Engage in Real Problem Solving
The Relationship Between Students’ Problem Solving Difficulties and the Design of Context-Rich Problems
How to Discourage Students from Memorizing Formulas
Chapter 4. Building Physics into Problem Solving
What Is a Problem-solving Framework?
A Physics Example: The Competent Problem-solving Framework
Example of an “Ideal” Student’s Problem Solution
Problem Solving as A Series of Translations
Initial Objections to Teaching a Problem-solving Framework
Chapter 5. Reinforcing Student Use of a Problem-solving Framework
Flow-Charts of Problem-solving Decisions
Instructor Problem Solutions on Answer Sheets
Putting Together the Scaffolding for Students
Chapter 6. Why Cooperative Problem Solving (CPS)
The Dilemma and a Solution
A Framework for Teaching and Learning Introductory Physics:
Course Structures and Cognitive Apprenticeship
Part 2 – Using Cooperative Problem Solving
Chapter 7. Cooperative Problem Solving: