  The large number of published articles in physics journals under the title
"Comments on ..." and "Reply to ..." is indicative that the conceptual
understanding of physical phenomena is very elusive and hard to grasp even to
experts, but it has not stopped the development of Physics. In fact, from the
history of the development of Physics one quickly becomes aware that,
regardless of the state of conceptual understanding, without quantitative
reasoning Physics would have not reached the state of development it has today.
Correspondingly, quantitative reasoning and problem solving skills are a
desirable outcomes from the process of teaching and learning of physics. Thus,
supported by results from published research, we will show evidence that a well
structured problem solving strategy taught as a dynamical process offers a
feasible way for students to learn physics quantitatively and conceptually,
while helping them to reach the state of an Adaptive Expert highly skillful on
innovation and efficiency, a desired outcome from the perspective of a
Preparation for Future Learning approach of the process of teaching and
learning Physics effectively.
