Same old problem, new name? Alerting students to the nature of the problem-solving process

摘要

Students frequently misconceive the process of problem-solving, expecting the linear process required for solving an exercise, rather than the convoluted search process required to solve a genuine problem. In this paper we present an activity designed to foster in students realization and appreciation of the nature of the problem-solving process, in comparison with the exercise-solving process. The activity focuses on comparing two problems that are similar in regard to the physics principles required to solve them, yet differ in the solution process. One is 'context-rich', and requires the student to engage in analysis and planning stages; the other, that we labelled 'context-poor', does not. We studied the impact of this activity on the students and found that students recognized the differences required in the problem-solving process between context-rich and context-poor problems, that students were able to perform many parts of the task of transforming a context-rich problem into a context-poor form, and that students perceived the activity as useful in developing analysis and planning skills in problem solving. We concluded that the activity achieved its goal.