| Summary: | The problem-solving skills of first year university physics students were analysed by first
administering a questionnaire, after which a workshop intervention was employed to
ensure reliability, validity and richness ofdata collected. The problem-solving behaviour
of these students was documented using think-aloud sessions, pen-and-paper solution of
problems, observations and interviews. The students individually solved physics problems
on kinematics. Fourteen activities which constitute physical and cognitive actions
performed by students during problem-solving are identified and described. These
activities are documented in order to provide further insight into the problem-solving
process. It has been found that when solvingproblems, students used a variety of general
methods and strategies for the fourteen activities identified. This research illustrates the
large gap that exists between the "protoconcepts " with which most students come to the
study of kinematics, and their grasp ofthe physical constructs putforth in text and lecture
presentations. It has also been established that students appear to lack the critical
knowledge necessary to apply the appropriate kinematic equations that ultimately result
in the solution of a problem. In addition, their cognitive skills necessary for successful
problem-solving are inadequately developed.
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