(^)
(^) 1. Analysis: Understand the problem and get a feel for it by examining the givens, the
unknowns, and so on. Simplify the problemgenerality. by reformulating it without loss of
- Designplan for how to proceed, and ensure : Maintain an overview of the problthat detailed calculations are not done em-solving process, develop a broad
prematurely. - Explorationno clear plan for directly producing a soluti: Exploration is the choice when on is at hand. Exploration allows three the problem presents difficulties and
heuristic steps of increasing extremity: consider slightly modified problem, consider broadly Consider essentially equivalent problem, modified problem. - Implementation: Plan should lead to tentative solution.
- Verification: Check the solution.
Physics Problem Solving in Practice
Regardless of the context, research has shown that problem-solving can be studied
by researchers and effectively taught to students. This large body of prior research forms
the basis of the problem-solving strategy used in Physics 1041/1042 (Heller, Keith and
Anderson, 1992; Heller and Hollabaugh, 1992). For example, there are five steps, similar
to Schoenfeld. The Physics Description is the key step, and hence is the focus of my
inquiry into argument co-construction. Many problem solutions of beginning physics
students are incorrect because of an improper free-body diagram, a key step in the
Physics Description. The subsections of a step teach students to “un-chunk” larger ideas.
That is, smaller, more manageable pieces of the problem are tackled a step at a time. The
emphasis on the qualitative analysis of the problem attempts to get students away from
categorizing problems on the basis of the surface features, but rather on the basis of the
physical principles involved.
The problem-solving strategy employed in Physics 1041/1042 is formulated on
the idea that any problem can be solved if one has the right approach to the problem. The