What we talk about when we talk about physics problem solving

TL;DR

This paper explores how physics problem solving enhances transferable skills and self-awareness, emphasizing its value beyond physics through cognitive and metacognitive reflections.

Contribution

It introduces a dual perspective on physics problems as tools for developing problem-solving skills and fostering metacognitive insight, with nine key lessons.

Findings

Physics problems serve as models for complex real-world issues.

Problem solving promotes metacognitive reflection.

Engagement with physics problems enhances self-understanding.

Abstract

I am a second-year cognitive science major, and as a student who has completed my physical science distribution requirements, I will likely never again encounter Gauss's law. So why do I feel that the time and effort I devoted to solving Gauss's law problems was worth it? Partly, I simply enjoy learning and the new perspective on the physical world that comes from understanding electromagnetism. But I was also fascinated by how physics problems train the mind in effective problem-solving strategies -- of course I was, being a cognitive science major! Two themes emerged as I reflected on this realization. First, physics problems serve as toy models for more complex problems outside of physics, cultivating broadly transferable problem-solving skills. Second, the process of solving physics problems invites reflection on our own cognitive and affective processes. These themes are deeply interconnected. A richer metacognitive understanding of our minds enables us to tackle more complex problems, while engaging with increasingly challenging problems, in turn, deepens our self-understanding. In what follows, Professor Zosia Krusberg and I consider nine general lessons offered by the physics problem-solving process.