Teaching vs. learning: Changing perspectives on problem solving in physics instruction

TL;DR

This paper discusses how traditional physics teaching methods are ineffective for developing true expertise and advocates for a shift towards active, guided learning experiences that promote student engagement and self-monitoring.

Contribution

It introduces a new perspective on physics instruction emphasizing active learning and guided problem solving to improve physics education outcomes.

Findings

Traditional problem solving methods are inefficient for physics expertise development.

Guided, active learning approaches enhance student understanding and problem-solving skills.

Rethinking instructional models can significantly improve physics learning effectiveness.

Abstract

Problem solving is central to physics instruction. Results from Physics Education Research (PER), however, demonstrate that traditional ways of teaching with problem solving are inefficient and ineffective for promoting true physics expertise. PER findings give rise to a perspective on physics expertise, learning, and problem solving that can illuminate the reasons why problem solving in traditional instruction fares poorly and suggest remedies. At the heart of the remedies lies a rethinking of the instructional model in which teachers focus less on presenting subject material and more on engineering learning experiences and guiding students' learning efforts, while students strive to become active, selfmonitoring constructors of knowledge.