Problem Solving in Physics Classes: Navigating Fast and Slow

Document Type

Article

Publication Date

2026

DOI

10.1119/5.0269803

Publication Title

American Journal of Physics

Volume

94

Issue

8

Pages

607-613

Abstract

This paper examines the cognitive foundations of problem solving in introductory physics, drawing on Daniel Kahneman's dual-process theory and research on judgment and decision making. Students often struggle with problem analysis, mathematical reasoning, and cognitive biases. To address these challenges, the paper proposes a six-step problem-solving framework grounded in dual-process principles and integrates it with structured problem-solving journals. The framework and journals were implemented in university physics courses, where students were required to make their reasoning explicit in written homework. In a controlled classroom study, students who consistently applied the six-step structure in written journals scored 24% higher on average on the final exam than peers who completed only online homework. These findings illustrate how slowing down intuitive responses and examining assumptions allows students to engage more fully in analytical problem solving.

Rights

© 2026 AIP Publishing

Each Copyright Owner retains the following nonexclusive rights to use the Work, without obtaining permission from AAPT, in keeping with professional publication ethics, and provided clear credit is given to its first publication in an AAPT journal. Any reuse must include a full credit line acknowledging AAPT's publication and a link to the VOR on AAPT's site.

Reproduce copies of the VOR for courses taught by the Author or offered at the institution where the Author is employed, provided no fee is charged for access to the Work.

Original Publication Citation

Godunov, A. (2026). Problem solving in physics classes: Navigating fast and slow thinking. American Journal of Physics, 94(8), 607-613. https://doi.org/10.1119/5.0269803

ORCID

0000-0002-9892-6869 (Godunov)

Link to Full Text

Share

COinS