USING QUALITATIVE PROBLEM-SOLVING STRATEGIES TO HIGHLIGHT THE ROLE OFCONCEPTUAL KNOWLEDGE IN SOLVING PROBLEMS

We report on the use of qualitative problem-solving strategies in teac hing an introductory, calculus-based physics course as a means of high lighting the role played by conceptual knowledge in solving problems. We found that presenting strategies during lectures and in homework so lutions provides an excellent opportunity to model for students the ty pe of concept-based, qualitative reasoning that is valued in our profe ssion, and that student-generated strategies serve a diagnostic functi on by providing instructors with insights on students' conceptual unde rstanding and reasoning. Finally, we found strategies to be effective pedagogical tools for helping students both to identify principles tha t could be applied to solve specific problems, as well as to recall th e major principles covered in the course months after it was over. (C) 1996 American Association of Physics Teachers.