In the 21st century teachers, including university teachers, have to help students develop higher-level thinking skills, conceptual understanding, and problem-solving strategies similar to those used by experts. Previous research shows that solving traditional physics problems, which usually have one right answer and provide all the given and relevant assumptions, do not help students develop those skills. Thus, new types of problems have to be designed. We show two examples of how new types of problems can be designed using peer-reviewed research papers as the basis and share the experience with the evolution of those problems. In addition, we show that the students included in the research appreciate the structure and the context of the problems and that the faculty colleagues who are using traditional teaching approach identify several skills and competencies which these problems develop, and which cannot be developed by solving traditional problems.
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