The Advanced GAmma Tracking Array (AGATA) is a European project to develop and operate the next generation γ-ray spectrometer. AGATA is based on the technique of γ-ray energy tracking in electrically segmented high-purity germanium crystals. This technique requires the accurate determination of the energy, time and position of every interaction as a γ ray deposits its energy within the detector volume. Reconstruction of the full interaction path results in a detector with very high efficiency and excellent spectral response. The realisation of γ-ray tracking and AGATA is a result of many technical advances. These include the development of encapsulated highly segmented germanium detectors assembled in a triple cluster detector cryostat, an electronics system with fast digital sampling and a data acquisition system to process the data at a high rate. The full characterisation of the crystals was measured and compared with detector-response simulations. This enabled pulse-shape analysis algorithms, to extract energy, time and position, to be employed. In addition, tracking algorithms for event reconstruction were developed. The first phase of AGATA is now complete and operational in its first physics campaign. In the future AGATA will be moved between laboratories in Europe and operated in a series of campaigns to take advantage of the different beams and facilities available to maximise its science output. The paper reviews all the achievements made in the AGATA project including all the necessary infrastructure to operate and support the spectrometer

Education policies today aim to raise individuals with 21st Century skills considered as a universal necessity and problem-solving skill is the one of the skills that have emerged as a requirement of the 21st century. Teaching problem solving is one of the most important topics of physics education, it is also the field where students have the most problems. While trying to solve physics problems, students often express that they understand the questions, they know the laws of physics on which the problem is based they have solved many similar problems, but the new problem is different from the previous problems therefore they cannot solve the problem. The aim of this study is to present an overview problem solving studies in physics education according to student level, methodology, and development of the problem-solving strategies usage chronologicaly.

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