The influence of problem solving strategies and cooperative learning on teachers’ ability to solve physics problems

Abstract

Although problem-solving is central to any Physics course, students often find it very difficult. If students find it difficult, what about the teachers? We suspected that the teachers’ problem solving skills needed improvement but we wanted confirmation. Our suspicion was confirmed when a pre-test (comprising Physics problems taken from TIMSS questions for Grade 12 learners) was given to 18 teachers currently teaching Grade 12 Physics. The average mark was 24%. Since research has shown that teaching problem solving through cooperative learning in Physics courses can improve students’ problem-solving skills (Heller et al,1992), we decided to use the approach with a group of teachers currently teaching Physical Science and enrolled for the UNISA Physics for Teachers module. A three-hour workshop was run with 5 teachers who, between them, teach 14 Physical Science classes comprising 412 learners. In the workshop we explained a problem solving strategy and cooperative learning principles to the teachers. We were interested in seeing if this teaching approach would have any effect on the teachers’ and their learners’ ability to solve Physics problems. The teachers were given evaluation forms at the end of the workshop to determine their perception of the effect of the workshop. In addition, they were given feedback forms on which they were asked to give feedback on the implementation of cooperative learning and problem solving strategy in their classrooms. The feedback forms were handed in at the following workshop.