Problem Solving in Physics Teaching: a case study at the “Instituto Médio Politécnico do Namibe” (Angola)

Abstract

Solving exercises in the teaching of Physics is a very common classroom practice. However, several studies have shown the educational relevance of problem solving as well, as they provide higher cognitive, attitudinal, and attitudinal students’ development. The object of this article fits in the stated scenario, and its purpose is to analyse how the resolution of exercises/problems has been used at the Instituto Politécnico do Namibe, specifically in the teaching of Kinematics and Dynamics in the 10th class, and to propose ways to encourage problem solving through the transformation of the formulation of exercises. In a country as Angola, where educational research is still scarce, this study presents itself as an important contribution in this area.
Methodologically, a case study was developed, with written tests documental analysis, a survey was applied to a significant sample of students, and a focus group with all physics teachers of the institution was carried out. The collected data was treated by content analysis and simple statistics. A proposal to transform exercises formulation into problems was also produced that was validated by three specialists. The results suggest the need to change Physics teaching practices in the Institution regarding problem solving, both from the point of view of students and of teachers, as well as in similar educational contexts. The continuity of research on the topic, namely through studies that analyse actions promoting the professional development of physics teachers on problem solving, is one of the emerging suggestions of the study.