Effective Problem-solving Strategies Research Articles

Representation Process of Prospective Teachers in Solving Mathematical Problems Based on Cognitive Style

This study investigates the correlation between cognitive styles and the thinking process utilized when solving mathematical problems, emphasizing the significance of aligning problem-solving strategies with problem representations. Employing a qualitative approach, the research examines two cognitive styles—Field Independent (FI) and Field Dependent (FD)—chosen based on participants' mathematical abilities. Conducted at Cenderawasih University's Mathematics Education Study Program, the study reveals that students' mathematical problem-solving proficiency remains relatively low, warranting further exploration of their thinking processes. While FI subjects demonstrate competence in aligning thinking processes with mathematical representations, particularly in structuring problem-solving steps, FD subjects exhibit limitations in articulating meaning and verbal representations. These findings underscore the importance of instructing educators not only in teaching mathematical concepts but also in guiding students to articulate problem-solving steps using verbal representations. This study highlights the need for a holistic approach to mathematical education, integrating conceptual understanding with effective problem-solving strategies tailored to individual cognitive styles.

Examining students’ problem-solving approaches in organic chemistry and its impact on performance and learning

This research paper examines the intricacies of problem-solving (PS) in organic chemistry (OC), exploring the internal and external factors that influence students’ success in this demanding discipline. Data was collected through a questionnaire administered to 128 City College of New York students during Spring and Fall semesters of 2022. The study revealed that students face challenges learning OC, which include memorization, understanding underlying concepts, and effective PS. Notably, there is a gap between students’ professed beliefs about effective PS strategies and their actual practices. While students acknowledge the importance of techniques such as annotation, trial and error, and questioning, they inconsistently apply these strategies in practice. Annotation emerged as a valuable tool, enabling students to externalize complex thought processes and reduce reliance on memorization. Trial and error, coupled with exposure to expert PS techniques, proved effective. The role of confidence in PS was highlighted, and the need to balance memorization of reactions and rules such as naming with a profound understanding of OC concepts was emphasized. Resonance as a justification for answers underscored the importance of understanding and applying principles rather than relying solely on memorization. The data highlights the importance of aligning beliefs with actions in the learning process and the need for a balanced approach that combines knowledge with effective PS techniques. The findings offer valuable implications for educators and students seeking to enhance their performance in OC.

Developing Dispositions for Transfer

Abstract This article suggests pedagogical practices to help first-generation students gain effective problem-solving strategies for the future transfer of writing knowledge and skills. The retention of first-generation students depends on developing four positive dispositions for learning: success attribution, self-efficacy, expectancy value, and self-regulation. Meaningful writing assignments with a connection to students’ cultural experiences are an essential foundation for improving transfer. Specific reflective activities are detailed for analyzing emotional reactions to writing experiences, evaluating procedural writing strategies, and solving current and future writing-related problems. A reflective problem-solving pedagogy promotes deep learning by emphasizing students’ agency in responding to writing difficulties and their resourcefulness in creating successful solutions.

A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures

Students who exhibit mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly choose effective problem-solving strategies (McIntosh et al., 1997, https://ro.ecu.edu.au/ecuworks/6819). Due to its dispositional nature, mature number sense is typically measured through in-depth interviews or tests of strategy usage. Yet, the lack of an efficient, rigorously developed measure has made it difficult to collect systematic, replicable evidence on students’ mature number sense. To address this, we developed a brief assessment of mature number sense. The present study provides additional convergent evidence of validity for this measure with US students in grades 3-8 (8–14 years old). We compared middle school (N = 40) and upper elementary school (N = 41) scores from the brief assessment with an established, time-intensive measure (Yang, 2019, https://doi.org/10.1007/s10649-018-9874-8) and an in-depth interview of student strategy usage (Markovits & Sowder, 1994, https://doi.org/10.2307/749290). We found strong correlations (r > 0.7) across all three measures, and this held even when controlling for students’ arithmetic scores (pr > 0.6). Researchers and educators can now use the brief assessment to investigate students’ mathematical thinking and advance knowledge of a key aspect of mathematical cognition.

Algorithm Selection and Application for Robot Path Planning Problems

This article primarily delves into the investigation of robotic path planning in the presence of obstacles, aiming to ascertain optimal traversal routes. It conducts a thorough categorization and discussion of two critical aspects: the ascertainability of the overall map and the regularity of obstacles. In addressing this inquiry, two obstacle scenarios, namely regular and irregular, are posited. The article scrutinizes the path planning and obstacle circumvention techniques for both scenarios. Regarding regular obstacles, a comparative assessment of the A* algorithm, Floyd’s algorithm, and Dijkstra’s algorithm was conducted, culminating in the selection of the A* algorithm for its superior efficiency. For irregular obstacles, the article proposes a pre-processing approach involving the utilization of Matlab’s iterative pixel point traversal to assess obstacle proportions within nodes, subsequently converting irregular obstacles into a regularized format. To summarize, in scenarios with a known overall map, the article advocates employing the A* algorithm for proficient path planning. In situations where the map is undisclosed but obstacles exhibit regularity, the D* algorithm is recommended. For instances involving irregular obstacles and an undisclosed map, a dynamic method for handling newly incorporated nodes into the map is proposed. This article presents tailored solutions for robotic path planning across diverse conditions, offering concise yet effective problem-solving strategies. In conclusion, this study offers a comprehensive array of solutions for robot path planning in obstructed environments, enabling the selection of apt methodologies based on varying conditions and exigencies.

Development of a formative assessment instrument to determine students’ need for corrective actions in physics: Identifying students’ functional level of understanding

In physics education, most teachers provide students feedback on their problem solutions through grades on written tests. The practice of feedback after a summative test does not often meet the needs of many students to improve their problem solving. In this paper we report on the development of a formative assessment instrument to allow teachers to provide more meaningful action-oriented feedback on students’ performance on written tests.Our research and development approach comprised three phases.The first phase consisted of a literature guided cognitive analysis of effective problem-solving strategies in the physics domain. This analysis resulted in the identification of three crucial episodes in students’ problem-solving approaches during which students engage in specific cognitive activities. The second phase consisted of the design of an assessment instrument to monitor specific cognitive activities during the three crucial episodes when solving physics problems. This resulted in a rating scale with 11 levels to indicate students’ efficacy. The third phase consisted of research of the validity, reliability, and practicality of the instrument. Here we trained three teachers to trace students’ mistakes on different problems in the domain of kinematics and asked them to rate the mastery of 16 eleventh-grade pre-university students. In this phase we assessed the reliability and validity of this instrument by computing Krippendorff's alpha to indicate teachers’ inter-rater reliability. Practicality of the instrument was assessed by examining the variation in students’ level of mastery on problems of different complexity. Further research is needed to provide more detailed guidelines for how teachers can use the instrument in formative assessment (in contrast to summative assessment) to help students to develop correct solution methods and foster students’ metacognition about problem solving in related physics areas (i.e., knowledge transfer).

Enlisting Probiotics to Combat Recurrent Urinary Tract Infections in Women-A Military Strategy for Meeting the Challenge.

For decades, the potential role of probiotics in the prevention and treatment of recurrent urinary tract infections has been extensively studied. However, achieving an effective problem-solving strategy has thus far proven elusive. Perhaps adopting a military paradigm might expedite our assault on chronic, recurring bacteriuria in women. What is needed is a targeted strategy with specific attention to (1) the enemy: the case-specific uropathogen; (2) the battlefield: the extraordinarily complex interplay of factors within the bladder, unique to a given patient, which interface with profoundly important influences from the gut biome, as well as the vaginal biota; (3) the weapon: an antimicrobial probiotic with demonstrated activity against that specific uropathogen; (4) a new strategy: taking these complexities into account, we posit a key role for the instillation of case-specific lactobacilli directly into the bladder of the designated patient. This newly proposed, targeted intervention might be termed "Probiotic Intravesical Organic Therapy-PIVOT"; and (5) the long campaign: reaching clinically proven success may entail a long campaign. However, already, on many fronts, the elements necessary for victory recently seem to be falling into place.

A Phenomenological Studies of Special Education Teachers and Parents Lived Experiences In Upholding Learners With Disability (Lwd) In Transition Program During Pandemic

The implementation of a transition program for special education students is hardcore during face-to-face and it became more difficult to implement during distance education. The research aimed to explore the essence of the experiences of Special Education (SPED) teachers and parents under the transition curriculum. This study utilized qualitative design. Particularly, this study employed a phenomenological research design. The participants of this study were eight (8) parents having LWD at home enrolled in the school SY 2021-2022 under Special Education Program and five (5) SPED teachers. The information and replies of the participants were gathered using a semi-structured interview guide. Coding and triangulation were done to analyze and identify the emerging theme. The emerging themes for the teachers lived experiences revealed flexibility and adaptability in times of pandemic, the power of communication, and effective problem-solving strategies. For the parents, the main themes that emerged from their testimonies were the needs for assistance and parent as a manager. The findings also revealed that all problems related to the transition curriculum were addressed and solved by teachers and parents by working with each other. Knowing how parents struggles due to their work and parental roles helped the teachers to understand them and help them build a strong relationship based on trust and understanding. The researcher recommended that the school may intensify the relationship between the teachers and parents by improving communication, collaboration, and cooperation between them. To help the parents more in assisting their kids, parenting techniques, mentoring, and coaching programs may be provided.

Unravelling the pore templating effect on CO2 adsorption performance of alkali metal nitrates promoted MgO pellets

Alkali metal salts (AMS) promoted MgO with high CO2 uptakes represents a promising adsorbent candidate for CO2 capture. The AMS-MgO composite adsorbents are facing the challenges of increased pressure drop or elutriation when employed in dual fixed-bed reactor or twin circulating fluidized-bed configurations. Granulation by the extrusion-spheronization technique represents an effective problem-solving strategy. However, textural properties and CO2 uptakes of MgO-based adsorbent pellets might be adversely affected by the granulation process. In this work, AMS-MgO composite adsorbent pellets were prepared by the extrusion-spheronization method. Citric acid (CA), ammonium bicarbonate (AB), urea (UA) and microcrystalline cellulose (MC) were employed as pore-forming templates to improve the porous structures and CO2 uptakes of the AMS-MgO pellets. CO2 uptakes and adsorption kinetics of the adsorbent pellets were studied using a fixed-bed reactor. Effects of granulation and pore templating on the structure-performance relationships of the AMS-MgO pellets were unraveled. Granulation had resulted in the remarkable decrease in CO2 uptake from 10.87 to 4.24 mmol CO2/g due to the impaired textural parameters. The employed sacrificial templates endowed the AMS-MgO pellets with enhanced CO2 uptakes and improved carbonation kinetics. This was associated with extended surface area and expanded pore structures due to gas liberation in the pyrolysis of templates, which had facilitated the kinetics of CO2 bulk diffusion. The desired AMS-MgO-MC pellet modified with MC template showed a high CO2 uptake of 7.54 mmol CO2/g in 50%CO2 at 340 °C, and its CO2 uptake was stabilized around 5.0 mmol CO2/g within 20 cycles. Besides, the AMS-MgO-MC pellet also exhibited good mechanical properties. The results will guide the rational design of highly efficient and robust MgO-based adsorbent pellets for CO2 capture applications.

Additional unexpected benefits of rewarding students for effective problem solving strategies: supporting gender equity in physics

An important goal of introductory physics courses is to encourage effective approaches to problem solving. To achieve this goal, many aspects of desired problem solving approach should be rewarded, e.g. via grade incentives rather than basing grades mainly or solely on correct final answers. Here we discuss findings of a study that suggests that shifting pedagogical emphasis to reward the process of problem solving approach rather than basing the grade primarily on the final answer may have an additional unexpected benefit of supporting gender equity in physics. Our study involves administering a previously-validated attitudes and approaches to problem solving (AAPS) survey in six large enrollment calculus-based introductory physics classes at a large research university in the United States. On average, women had a statistically significantly higher average AAPS score at the end of the instruction when compared with men. Moreover, on clusters of questions related to effective approaches to problem solving such as drawing diagrams and doing scratchwork, women had a significantly higher average score. Since drawing and scratchwork are part of a systematic approach to physics problem-solving, this finding suggests that women, on average, may take a more favourable approach to physics problem-solving when compared with men. Interview data with a subset of students corroborate this interpretation. Our findings suggest that awarding appropriate credit to the entire problem solving process, e.g. by giving credit for drawings and scratchwork, may support gender equity in physics. In particular, heavier reliance on open-ended questions on assessments, along with grading rubrics that are sensitive to the details of the problem-solving process, not only rewards the desired approaches to problem solving, but also supports gender equity since women are rewarded appropriately for their work. We encourage physics instructors to adopt instructional strategies that reward the problem solving process instead of only rewarding the product to ensure that students learn effective problem solving skills while also supporting a practice that is more equitable.

Negative mood induction effects on problem-solving task in women with eating disorders: a multi-method examination

BackgroundThe effects of negative affect on problem-solving and its psychophysiological correlates are poorly understood in eating disorder populations.MethodsThis study examined respiratory sinus arrhythmia (RSA) and skin conductance responses of women with Binge Eating Disorder (BED: n = 56), Anorexia Nervosa (AN: n = 12), Bulimia Nervosa (BN: n = 32), and 24 healthy controls (HCs) at baseline, and then during: a negative mood induction task, an adapted Means Ends Problem-Solving (MEPS) task, and recovery. The MEPS task included four interpersonal scenarios: (1) binge-eating as a solution to stress, (2) job loss, (3) rejection by friends, and (4) by a significant other.ResultsWe found that individuals with eating disorders reported less positive mood than HCs and individuals with BN and BED reported more negative mood and greater urges to binge than HCs. After a negative mood induction, women with BED provided significantly less effective problem-solving strategies compared to HCs and women with BN for the binge-eating MEPS scenario. Relative to baseline and the negative mood induction, all participants exhibited significantly higher skin conductance measures throughout the MEPS scenarios and recovery. BED showed significantly lower respiratory sinus arrhythmia (RSA) levels than individuals with BN and HCs throughout the protocol.ConclusionsThe multimethod findings suggest individuals with BED are likely to have disorder-specific problem-solving difficulties after a negative mood induction.

Indicators of Complexity and Over-Complexification in Global Food Systems

Global food systems have increased in complexity significantly since the mid-twentieth century, through such innovations as mechanization, irrigation, genetic modification, and the globalization of supply chains. While complexification can be an effective problem-solving strategy, over-complexification can cause environmental degradation and lead systems to become increasingly dependent on external subsidies and vulnerable to collapse. Here, we explore a wide array of evidence of complexification and over-complexification in contemporary global food systems, drawing on data from the Food and Agriculture Organization and elsewhere. We find that food systems in developed, emerging, and least developed countries have all followed a trajectory of complexification, but that return on investments for energy and other food system inputs have significantly declined—a key indicator of over-complexification. Food systems in developed countries are further along in the process of over-complexification than least developed and emerging countries. Recent agricultural developments, specifically the introduction of genetically modified crops, have not altered this trend or improved return on investments for inputs into food systems. Similarly, emerging innovations belonging to the “digital agricultural revolution” are likewise accompanied by energy demands that may further exacerbate over-complexification. To reverse over-complexification, we discuss strategies including innovation by subtraction, agroecology, and disruptive technology.

Level of anxiety symptoms and its associated factors among nurses working in emergency and intensive care unit at public hospitals in Addis Ababa, Ethiopia

BackgroundAnxiety is a common phenomenon in some professions including medical emergency settings. Nurses deal with grief and other psychological disturbances when they lost clients due to death at clinical settings. Thus, the level of anxiety among nurses working at emergency and intensive care unit is expected to higher as a result of life threatening cases and frequent loss of clients at emergency settings. However, the burden of anxiety and its associated factors among nurses working in emergency clinical settings are not well addressed in Ethiopia.MethodsAn institutional based cross-sectional study design was conducted among 415 randomly selected nurses working at emergency and Intensive Care Unit at public hospitals in Addis Ababa. Data were collected using interviewer administered questioner. The Hamilton Anxiety Rating Scale was used to measure level of anxiety symptoms. The collected data were entered to a computer using Epi-Data Version 3.1 and exported to SPSS Version 20.0 for analysis. Binary logistic regression was used to identify factors associated with anxiety. Variables with P- Values of < 0.05 were considered as having statistically significant association with higher level of anxiety symptoms with 95 % confidence intervals.ResultsThe result of this study shows that 19.8 % nurses working at emergency and intensive care unit had a higher level of anxiety symptoms [95 % CI (16.1 %- 23.6 %)]. Marital status{0.28:95 %CI(0.16–0.50)}, cigarette smoking{2.48:95 %CI(1.18–5.18)}, work overload {0.35:95 %CI(0.16,0.76)} and night duty shift{0.41:95 %CI(0.19–0.87)} were factors significantly associated with higher level of anxiety symptoms among nurses working at emergency medical settings.ConclusionsNurses working at emergency and intensive care unit showed higher level of anxiety symptoms than the general population and nurses working at other medical settings. Marital status, cigarette smoking, work overload and night duty shift had statistically significant association with higher anxiety symptoms among nurses working at emergency medical settings. This demonstrates a need for the implementation of counseling services regarding effective coping mechanisms and problem-solving strategies for nurses working at emergency medical settings.

Developing Computational Thinking Skills With Algorithm-Driven Spreadsheeting

The paper presents the details of a four-year project to test the effectiveness of teaching spread-sheeting with spreadsheet programming, instead of the traditional, widely accepted surface approach methods. The novel method applied in the project, entitled Sprego (Spreadsheet Lego), is a concept-based problem-solving approach adapted from the didactics of other sciences and computer programming. In the experimental group contextualized, real-world programming problems are presented in a spreadsheet environment. A semi-unplugged data-driven analysis is carried out based on each problem, which is followed by the building of a feasible algorithm, expressed by natural language expressions. The coding is completed in the following step by applying a limited number of spreadsheet (Sprego) functions, multilevel, and array formulas. The final steps of the process are discussion and debugging. On the other hand, classical, tool-centered approaches are applied in the control groups. Our research reveals that the traditional surface approach methods for teaching spreadsheeting do not provide long lasting, reliable knowledge which would provide students and end-users with effective problem-solving strategies, while Sprego does. Beyond this finding, the project proves that Sprego supports schema construction and extended abstraction, which is one of the major hiatus points of traditional surface navigation methods. The project also reveals that developing computational thinking skills should not be downgraded, and the misconceptions of self-taught end-users and user-friendly applications should be reconsidered, especially their application in educational environments. Gaining effective computer problem-solving skills and knowledge-transfer abilities is not magic, but a time-consuming process which requires consciously developed and effective methods, and teachers who accept the incremental nature of the sciences.

The additive and interactive effects of parental harsh discipline and boys’ gender-related traits on boys’ externalizing problem behaviors

The present study aimed to examine the additive and interactive effects of both paternal and maternal harsh discipline (corporal punishment and psychological aggression) and boys’ gender-related traits (masculinity and femininity) on boys’ externalizing problem behaviors in China. Chinese boys (n = 1042) aged 7–13 years were instructed to independently complete the Chinese version of the Parent-Child Conflict Tactics Scale (CTSPC), the Children’s Sex Role Inventory (CSRI) and the Achenbach Youth Self-Report (YSR). A series of hierarchical linear regression analyses were conducted to test the additive and interactive effects of parental harsh discipline and boys’ gender-related traits on boys’ externalizing problem behaviors. Results indicated that both paternal and maternal harsh discipline and boys’ gender-related traits were independently related to boys’ externalizing problem behaviors. In addition, there were no significant interactions between parental harsh discipline and boys’ gender-related traits, thus supporting an additive model in the prediction of boys’ externalizing problem behaviors. These findings indicated that decreasing both paternal and maternal harsh discipline and providing advice and effective problem-solving strategies for higher levels of masculinity and lower levels of femininity boys would be helpful for effectively reducing their externalizing problem behaviors.

Rogue people: on adversarial crowdsourcing in the context of cyber security

Purpose Over the past decade, many research works in various disciplines have benefited from the endless ocean of people and their potentials (in the form of crowdsourcing) as an effective problem-solving strategy and computational model. But nothing interesting is ever completely one-sided. Therefore, when it comes to leveraging people's power, as the dark side of crowdsourcing, there are some possible threats that have not been considered as should be, such as recruiting black hat crowdworkers for organizing targeted adversarial intentions. The purpose of this paper is to draw more attention to this critical issue through investigation of its different aspects. Design/methodology/approach To delve into details of such malicious intentions, the related literature and previous researches have been studied. Then, four major typologies for adversarial crowdsourced attacks as well as some real-world scenarios are discussed and delineated. Finally, possible future threats are introduced. Findings Despite many works on adversarial crowdsourcing, there are only a few specific research studies devoted to considering the issue in the context of cyber security. In this regard, the proposed typologies (and addressed scenarios) for such human-mediated attacks can shed light on the way of identifying and confronting such threats. Originality/value To the best of the authors' knowledge, this the first work in which the titular topic is investigated in detail. Due to popularity and efficiency of leveraging crowds' intelligence and efforts in a wide range of application domains, it is most likely that adversarial human-driven intentions gain more attention. In this regard, it is anticipated that the present research study can serve as a roadmap for proposing defensive mechanisms to cope with such diverse threats.

Self-Regulated Strategy Development to Teach Mathematics Problem Solving

Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated strategy development (SRSD) to teach mathematics problem-solving strategies to secondary students with SLD. The specific problem-solving strategy described in this article is SOLVE, which stands for Study the problem, Organize the facts, Line up a plan, Verify your plan with action, and Evaluate your results. Both SRSD and SOLVE are described, and an example of one teacher’s application of SRSD is shared. When taught concurrently, SRSD and SOLVE can be useful tools to help students with disabilities overcome the challenges of problem-solving in mathematics.

STRATEGI PENANGANAN AGENCY PROBLEM PADA PEMBIAYAAN MUDHARABAH DI BMT

Mudharabah financing is demanded by the transparency of both parties. If one of the parties, especially customers, does not transparently communicate matters related to yield, adverse selection activities can occur and moral hazard is an asymmetric information problem that causes agency problems. Agency problems in mudharabah financing need to be sought to solve the problem so that the owners of capital (shahibul mal / principal) and business actors (mudarib / agents) both benefit in fostering and capturing business partners. This study aims to 1) find out the agency problem that arises in the mudharabah financing scheme in BMT in Jepara Regency, 2) find an effective solution strategy from agency problems in mudharabah financing in BMT in Jepara Regency. This study uses a qualitative approach. Data collection with interviews, observations and documentation. Data analysis techniques use data reduction, data displays and conclusion drawing/verification. Agency The problem that arises in the financing of Mudharobah in the Jepara Regency BMT is that it comes from BMT as an agency, that is, it has not fully utilized management, besides that it is caused by moral standards, financing aspects, technical aspects, and efficiency issues. Effective problem solving strategies of agency problems in Mudharobah financing in BMT in Jepara Regency are project screening, screening mudhorib, compliance with shahibul maal and mundharib on sharia rules in mudaraba contracts.

Metacognitive Interpersonal Therapy in Groups for Over-Regulated Personality Disorders: A Single Case Study

Individuals with personality disorders (PD) demonstrate poor metacognition, here defined as the capacity to use mental state knowledge for regulation of interpersonal relationships. Metacognitive interpersonal therapy (MIT) targets the symptoms of PD via a series of formalized procedures. Its goal is to help individuals improve their metacognitive capacity through developing and enacting more adaptive social behaviors. MIT has been manualized for the treatment of PDs featuring overcontrol, with single case studies providing initial evidence of its effectiveness. Given the need to deliver cost-effective treatments for patients with over-controlled and socially inhibited PDs, we developed MIT in groups (MIT-G), a short-term manualized group treatment with both psychoeducational and experiential aspects (Popolo et al. in Psychol Psychother: Theory Res Pract, 2018. https://doi.org/10.1111/papt.12182 ). Here we present the case of a young man presenting with Narcissistic PD (vulnerable type) featuring marked avoidant and obsessive-compulsive traits, social inhibition and emotional overcontrol. We describe the therapeutic process and how role-playing significant episodes helped him to improve metacognition, leading to the adoption of more effective social problem solving strategies. Outcomes were positive in terms of increased quality of social relationships, decreased symptoms, better emotion regulation and improved well-being. We conclude by considering how these processes may improve treatment delivery for these types of PD presentations.

Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem. But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study that suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.