Turning exercises into problems: An experimental study with teachers in training

The traditional concept of ‘problem’, as frequently exemplified by the paper‐and‐pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils’ and even teachers’ failure to solve simple exercises successfully. It is proposed that by a process of ‘reflective deconditioning’ it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre‐ and post‐seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar.