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Materials Similar to Differences in the Processes of Solving Physics Problems Between Good Physics Problem Solvers and Poor Physics Problem Solvers

• 48%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
• 48%: Understanding Students' Poor Performance on Mathematical Problem Solving in Physics
• 48%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 47%: Differences in the Problem Solving of Stronger and Weaker Novices in Physics: Knowledge, Strategies, or Knowledge Structure?
• 46%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 45%: Context Rich Problems: Teaching Introductory Physics Through Problem Solving
• 44%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
• 44%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
• 44%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 44%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
• 41%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
• 39%: Skills needed for reading comprehension of physics texts and their relation to problem-solving ability
• 39%: Conceptual teaching and quantitative problem solving: friends or foes?
• 39%: Novice use of qualitative versus quantitative problem solving in electrostatics
• 39%: Promoting skilled problem-solving behavior among beginning physics students
• 39%: The relation between problem categorization and problem solving among experts and novices
• 38%: Teaching general learning and problem-solving skills
• 38%: Effects of Representation on Students Solving Physics Problems: A Fine-Grained Characterization
• 37%: Problem Complexity and the Transfer of Strategies in Computer-Presented Problems