  Students must learn effective problem solving strategies in order to develop
expertise in physics. Effective problem solving strategies include a conceptual
analysis of the problem followed by planning of the solution, and then
implementation, evaluation and reflection upon the process. Research suggests
that converting a problem from the initial verbal representation to other
suitable representation, e.g., diagrammatic representation, during the initial
conceptual analysis can facilitate further analysis of the problem.6 But
without guidance, many introductory physics students solve problems using
superficial clues and cues and do not perceive problem solving as an
opportunity for learning. Here, we describe a study which suggests that
engaging students in reflection with peers about effective problem solving
strategies while effective approaches are modeled for them and prompt feedback
is provided may enhance desirable skills.
