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Abstract
A perceived difficulty is associated with physics problem solving from a learner's viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students' thought processes during physics problem solving by combining the analysis of responses to multiple-choice questions and semistructured student interviews. Design of appropriate scaffoldings serves as pointers to the identification of student problem solving difficulties. An analysis of the results suggests the necessity of identification of the skill sets required for developing better problem solving abilities.
Highlights
One of the important objectives while teaching physics is to ensure that students effectively learn the content and efficiently use their knowledge base to analyze new and novel physics situations
With the emergence of interest in physics problem solving by physics education researchers, considerations and approaches to problem solving specific to physics were necessitated [2,3,4]
The epistemological idea that understanding involves knowing when to use an equation and how to use an equation plays an important role in the progress to the solution to a physics problem
Summary
One of the important objectives while teaching physics is to ensure that students effectively learn the content and efficiently use their knowledge base to analyze new and novel physics situations. Testing problem solving abilities of a student serves as both a diagnostic tool (that tests the content learned) and an evaluative tool (that tests their ability to use what is learned). Many researchers have examined various aspects of problem solving, the earliest works dealing with the explicit definition and construction of a problem [1,2]. With the emergence of interest in physics problem solving by physics education researchers, considerations and approaches to problem solving specific to physics were necessitated [2,3,4]. A well-structured physics problem leads to a unique and unambiguous solution as against the solution to a problem in general connotation
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