Enhancing the process of teaching and learning physics via dynamic problem solving strategies: a proposal

S. Rojas

Departamento de Física, Universidad Simón Bolívar, Venezuela, e-mail: srojas@usb.ve

Recibido el 17 de octubre de 2011; ]]> Aceptado el 25 de enero de 2012

Abstract

The large number of published articles in physics journals under the title "Comments on ..." and "Reply to ... " is indicative that the conceptual understanding of physical phenomena is very elusive and hard to grasp even to experts, but it has not stopped the development of Physics. In fact, from the history of the development of Physics one quickly becomes aware that, regardless of the state of conceptual understanding, without quantitative reasoning Physics would have not reached the state of development it has today. Correspondingly, quantitative reasoning and problem solving skills are a desirable outcome from the process of teaching and learning of physics. Thus, supported on results from published research, we will show evidence that a well structured problem solving strategy taught as a dynamical process offers a feasible way for students to learn physics quantitatively and conceptually, while helping them to reach the state of an Adaptive Expert highly skillful on innovation and efficiency, a desired outcome from the perspective of a Preparation for Future Learning approach of the process of teaching and learning Physics effectively.

Keywords: Physics problem solving; physics learning; teaching of physics; quantitative reasoning.

Resumen

El gran número de artículos publicados en revistas de física bajo el título "Comentarios sobre ... " y "Replica a ... " es indicativo de que la comprensión conceptual de los fenómenos físicos es muy escurridiza y difícil de entender incluso para los expertos, pero ello no ha detenido el desarrollo de la Física. De hecho, de la historia del desarrollo de la Física rápidamente nos damos cuenta de que, independientemente del estado de comprensión conceptual, sin el razonamiento cuantitativo la Física no hubiese alcanzado el estado de desarrollo que tiene actualmente. En consecuencia, tanto razonamiento cuantitativo como habilidades en la resolución de problemas son resultados deseables a obtener del proceso de enseñanza y aprendizaje de la Física. Así, con apoyo en resultados de investigaciones publicadas, mostraremos evidencias de que cualquier estrategia para la resolución de problemas presentada como un proceso dinámico ofrece una forma viable para que los estudiantes aprendan física tanto cuantitativa como conceptualmente, mientras que al mismo tiempo los ayuda a alcanzar el estado de un experto adaptable altamente calificado en la innovación y la eficiencia, un resultado deseado desde la perspectiva del enfoque del proceso de enseñanza y aprendizaje de la Física con efectividad en función de una Preparación para el aprendizaje futuro.

Descriptores: Resolución de problemas en física; aprendizaje de física; enseñanza de la física; razonamiento cuantitativo.

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Acknowledgments

The author thanks the members of The Physics Education Research Laboratory (PERLab) at UMaine, USA, where this work was done while on Sabbatical in the Department of Physics and Astronomy.

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