Problem solving in the physics classroom. An analysis with secondary school students

Abstract

The teaching of science, and specifically physics, has been associated with the acquisition of knowledge with a particular emphasis on problem solving, as an activity that brings students closer to the methodology and meaningful learning of science. However, problem solving is perhaps one of the sources of failure in physics teaching, which requires a careful analysis of this didactic activity. Therefore, the aim of this work is to analyze the development of students’ problem-solving skills in a physics course. An analysis is presented using the quasi-experimental method through the application of a pre-test – post-test, for which a methodological intervention was used based on the problem-solving competence, which focused on identifying errors and difficulties by the students themselves and thus favoring the learning and development of this competence, which allowed the academic progress of the students to be analyzed. It is concluded that the intervention supported by problem solving improves students’ performance, in addition to the positive assessment they make of the process, as well as its influence on the change in pedagogical practice.

Physics mathematization assessment: The nominal group technique as a context to investigate student understanding

“…Thus, generally, the involvement of mathematics in physics needs to be done with harmony between the physics curriculum and mathematics [26]. Moreover, this integration has to be achieved either with physics teachers programming mathematical reminders and their analogies in physics their students or in the form of sustainable and practical interdisciplinarity between physics and mathematics [27].…”

Development of Scientific Problem-Solving Skills in Grade 9 Students by Applying Problem-Based Learning

“…According to behavioral observations and interviews, students' prior knowledge produces scientific problem-solving abilities (Hernández-Suarez et al, 2022). Students are more creative when the classroom environment is favorable.…”