How traditional physics coursework limits problem-solving opportunities

Abstract

A major goal of physics education is for students to develop problem-solving skills. To become expert problem-solvers, students need to deliberately practice those skills. In this analysis, we defined problem-solving skills as a set of 29 decisions that were previously identified as defining the problem-solving process of expert scientists. We quantified the amount of practice undergraduate physics students get at making each decision by coding the decisions required in assignments from introductory, intermediate, and advanced physics courses at a prestigious university. A research-focused capstone course was the only example that offered substantial practice at a large range of decisions. Problems assigned in the traditional coursework required only a few decisions and routinely removed potential opportunities for students to make other decisions. This analysis suggests that to better prepare undergraduates for solving problems in the real world, we must offer more opportunities for students to make and act on problem-solving decisions.