Individual differences within problem-solving strategies used in physics

Abstract

The problem-solving behavior of a university lecturer, two doctoral students, four master's students, and six first-year undergraduates was documented using think-aloud sessions, pen-and-paper solution of problem, observations, and interviews. The participants individually solved a physics problem on rotational dynamics. Fourteen activities, constituting physical and cognitive actions, performed by the participants during problem solving, are identified and described. These are documented providing further insight into the problem-solving process. The activities are used to describe and compare the fundamental aspects of expert and novice problem-solving styles. The 14 activities are also related to the general methods and problem-solving strategies reported in the literature. The representation of the problem-solving process in this alternative way using activities provides novel insight into the minute processes taking place within the general methods and problem-solving strategies reported in the literature. The relationship between the activities and the general methods and strategies authenticates this alternative way of viewing and representing problem solving. Representation using the activities can help inform and accurately pinpoint student difficulties. The insight obtained on the fundamental aspects of problem solving through the activities and in relation to the strategies has helped to inform the structuring, representation, and access of knowledge. These have in turn informed the development of a problem-solving program for use by high school and first-year university students. It has been found that the knowledge may be structured using a forward strategy as this encompasses the other strategies as well as the 14 activities identified. © 1998 John Wiley & Sons, Inc. Sci. Ed 82:379–405, 1998.