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This paper aims to examine how cognitive processes impact problem solving in physics education and proposes effective strategies to enhance student performance.

July 26, 2026American Journal of Physics

Problem solving in physics classes: Navigating fast and slow thinking

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This paper aims to examine how cognitive processes impact problem solving in physics education and proposes effective strategies to enhance student performance.
Implemented a six-step problem-solving framework based on dual-process theory in university physics courses.
Used structured problem-solving journals for students to document their reasoning in written assignments.
Conducted a controlled classroom study comparing final exam scores between students using the framework and those completing only online homework.
Students applying the six-step framework scored 24% higher on average on the final exam compared to peers using online homework.
Findings suggest that slowing down intuitive responses allows for better analytical problem solving.

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Implication

Randomized trial shows higher final exam scores with a structured problem-solving approach in university physics courses, indicating improved analytical thinking.

Cite This Study

Alexander Godunov (2026) studied this question.

synapsesocial.com/papers/6a65a551d3aea3239cd7763b https://doi.org/10.1119/5.0269803

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Implication

Randomized trial shows higher final exam scores with a structured problem-solving approach in university physics courses, indicating improved analytical thinking.

Problem solving in physics classes: Navigating fast and slow thinking

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Discussion

Implication

Cite This Study

Problem solving in physics classes: Navigating fast and slow thinking

Key Points

Discussion

Implication

Cite This Study

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