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This book reports on a study on physics problem solving in real
classrooms situations. Problem solving plays a pivotal role in the
physics curriculum at all levels. However, physics students'
performance in problem solving all too often remains limited to
basic routine problems, with evidence of poor performance in
solving problems that go beyond equation retrieval and
substitution. Adopting an action research methodology, the study
bridges the `research-practical divide by explicitly teaching
physics problem-solving strategies through collaborative group
problem-solving sessions embedded within the curriculum. Data were
collected using external assessments and video recordings of
individual and collaborative group problem-solving sessions by
16-18 year-olds. The analysis revealed a positive shift in the
students' problem-solving patterns, both at group and individual
level. Students demonstrated a deliberate, well-planned deployment
of the taught strategies. The marked positive shifts in
collaborative competences, cognitive competences, metacognitive
processing and increased self-efficacy are positively correlated
with attainment in problem solving in physics. However, this shift
proved to be due to different mechanisms triggered in the different
students.
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