Good problem solvers and poor problem solvers in advanced physics (N=8) had significantly different levels of ability in translating, planning, and physical reasoning, as well as in problem solving speed; no differences in reliance on algebraic solutions and checking problems were noted. Implications for physics teaching are discussed.
- Grade 1
- Grade 6
- Grade 8
- Grade 9
Keywords:NSDL,Education Foundations,Instructional Issues,Problem Solving,High Schools,Science Education Research,Ability,Secondary School Science,Student Characteristics,Cognitive Ability,Science Education,Life Science,Science Instruction,Academic Achievement,Cognition,Pedagogy,Physics,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,oai:nsdl.org:2200/20061003062919735T
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