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

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.