Traditional high school physics instruction often comes across as a mere extension of the mathematics classroom to many of our students. Solving numerical physics problems using structures such as the GUESS method (given, unknown, equation, substitute, solve) doesn't help students with conceptual understanding. With the advent of physics education…

Describes the criteria used to devise a test to evaluate the experiment-oriented investigative and problem-solving capabilities of students entering an introductory physics course. (Author/GA)

Suggests a scientific approach for teaching problem solving that would aim at understanding the underlying cognitive mechanisms responsible for good problem solving and would then use the resulting insights to design explicit instructions for enhancing student's problem solving skills. (Author/SK)

Provides a list of 33 problem-solving steps extracted from physics textbooks and arranged within the following 3 categories: setup, solution, and checks. (MDH)

Describes the nature of cognitive research. Misconceptions research in mechanics and electricity are reviewed. Research results on expert/novice differences in knowledge organization and problem solving are reviewed. Implications for classroom teaching are discussed. Lists 34 references. (YP)

Examines thought processes closely linked with intellectual development and transcending boundaries of many disciplines. Among the topics discussed are: nonuniform change without calculus; discrimination between observation and inference; asking one's own questions; hypothetico-deductive reasoning; and types of knowledge. (JM)