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Students must learn effective problem solving strategies in order to developexpertise in physics. Effective problem solving strategies include a conceptualanalysis of the problem followed by planning of the solution, and thenimplementation, evaluation and reflection upon the process. Research suggeststhat converting a problem from the initial verbal representation to othersuitable representation, e.g., diagrammatic representation, during the initialconceptual analysis can facilitate further analysis of the problem.6 Butwithout guidance, many introductory physics students solve problems usingsuperficial clues and cues and do not perceive problem solving as anopportunity for learning. Here, we describe a study which suggests thatengaging students in reflection with peers about effective problem solvingstrategies while effective approaches are modeled for them and prompt feedbackis provided may enhance desirable skills.

Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning