PHYSICS PROBLEM SOLVING

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This qualitative analysis, or physics description, is crucial to a problem solution.
The physics description includes aspects of problem solving such as deciding what
general approach to take, describing the problem in terms of general physical principles,
defining coordinate systems, drawing idealized diagrams, and, in the case of problems
involving static or dynamic forces, constructing free-body diagrams. The failure of
novices to solve problems may be their failure to develop adequate physics descriptions.
(Heller and Reif, 1984) Recently, cooperative learning groups have been employed in
college physics courses as a means to develop the problem-solving skills of beginning
students (Heller and Hollabaugh, 1992).
Cooperative Learning
Research on cooperative, competitive and individualistic learning strategies dates
back to at least 1897. Johnson and Johnson (1989) did a meta-analysis of nearly 400
studies spanning 90 years. These studies encompass all age groups of students from
kindergarten to college, and all academic fields including science. About 40% of the
studies were done with college-level students. In 85% of the studies students were
randomly assigned to either a cooperative group treatment or an individual or competitive
treatment. Johnson and Johnson note that the statistical probability that the results of
these accumulated studies are merely due to chance is less than one in 100,000. Based on
this cumulative research, they conclude that a cooperative effort will produce higher
productivity and achievement than a competitive or individualistic effort will produce.
It is implied from the cooperative learning research that students in groups are
involved in the process of co-construction. That is, students construct the knowledge and