written by Charles R. Henderson, Kenneth Heller, Patricia Heller, H. Vincent Kuo, and Edit Yerushalmi

This paper presents preliminary hypotheses about the relationship between faculty goals for the introductory calculus-based physics course and their beliefs about student learning of problem solving.  All faculty have problem solving as a major goal for their course. There appears to be however, an instructional paradox. When discussing how students learn to solve problems in their own courses, faculty indicate that reflective-practice skills are a necessary prerequisite, and that average students enter the course with these skills. When discussing general problem solving skills, however, faculty seem to believe that similar reflective-practice skills cannot be learned in an introductory physics course, and should be a long-term goal of university education.

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Published July 26, 2001
Last Modified July 11, 2010

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