Abstract
This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.
Highlights
The ability to solve problems is widely recognised as an important outcome of undergraduate programmes
In 2008 alone there were over 160 papers published in over 100 different journals which covered topics as diverse as child development, psychology, cognition, computers, neurosciences, mathematics and education[1]
Can we identify what else is needed and change the way we teach to cultivate problem solving abilities? This paper will attempt to answer these questions by drawing on the literature from cognitive psychology and both physics and chemistry education research to lay down some general principles of problem solving
Summary
The ability to solve problems is widely recognised as an important outcome of undergraduate programmes. This paper is remarkable for its early recognition of all the important features of problem solving that have dominated the literature since, including in particular working memory capacity and the use of representations, both internal and external.
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