Differences in the Processes of Solving Physics Problems between Good Physics Problem Solvers and Poor Physics Problem Solvers

This paper reports on solutions to written problems in physics carried out by grade twelve high school students, taking physics at an advanced level. Two groups of students are involved, good problem solvers (GPS) and poor problem solvers (PPS). Students in the first group are identified by their teachers as excelling in problem solving, with final graduating grades in physics of at least 90%. Those in the second group are identified by their teachers as experiencing difficulties in problem solving even though they do have the necessary knowledge, with final graduating grades in physics of above 60%. Participants are asked to solve four physics problems in topics studied during the current school year, and are encouraged to ‘think aloud’ as they work. Written solutions together with oral recordings are examined with reference to problem translation, planning, method of solution, checking, time spent on solution and proportion of total time spent on planning. Using Polya's four stages of problem solving, eight hypotheses are established with respect to differences in the manner in which GPS and PPS solve problems in physics. These hypotheses are examined and findings are reported.