Problem solving in physics classes: Navigating fast and slow thinking

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.