A physics problem solving model for developing interpretation skills

Physics problems are stimuli derived from phenomena whose analysis and solving require the synthesis of different domains of knowledges. Solving problems should result in new predictions and better understanding of the phenomena. The purpose of solving classroom problems is to understand relationships among the physical quantities involved in a phenomena (understand the phenomena) and to learn how and when to apply physical relationships. While solving problems physics principles and laws are applied through the equations that are suitable to the problems. New relationships among physical quantities involved in problems, should emerge during the process. These relationships lead to new knowledge and hypotheses.;The problem solving model used in this study is based on Greeno's model. It teaches students to work in the abstract knowledge domains while continuously keeping in touch with the real world knowledge domains. Interpretation of the results leads to new knowledge and hypotheses about the phenomena. The model proposes explicit steps to solve physics problem and uses a forward strategy. The problem solving model has two parts: one is cognitive and the other is mechanical problem solving steps. The cognitive domains of knowledges required are mathematical, physics, and previous experience. The problem solving steps has six stages: understanding the problem, reconstructing the problem and planing, identifying multiple methods, selecting the best method and solving the problem, checking the results, and interpreting the results. The model also identifies domains of knowledge required for each of the problem solving stages. The skills needed for problem solving include: recognizing the known and unknown quantities; visualizing the problem situation; recognizing the connections among physics concepts; transforming the concepts, laws, and principles into geometric pictures and algebraic expressions; transforming the geometric pictures and algebraic expressions into concepts, laws, and principles; recognizing and selecting the applicable concepts relevant to the problem; recognizing mistakes and correcting them; manipulating mathematical equations; interpreting results and forming hypotheses.;An algebra based introductory physics course for students in a technical college was taught for two quarters to determine if students could learn interpretation skills needed to formulate hypotheses using the proposed physics problem solving model, to identify causes of students' difficulties when they attempted to formulate hypotheses, and to examine if the problem solving skills are transferable to new situations. The study examined the extent to which students who used the problem solving model developed a better understanding of related physics concepts and principles. The Experimental Case Study (Ary, Donald., 1972) approach was used. Eight students' test papers and interview and video tape data were used to answer the research questions. Results suggest that students benefit from using the problem solving model.