  Problem solving is central to physics instruction. Results from Physics
Education Research (PER), however, demonstrate that traditional ways of
teaching with problem solving are inefficient and ineffective for promoting
true physics expertise. PER findings give rise to a perspective on physics
expertise, learning, and problem solving that can illuminate the reasons why
problem solving in traditional instruction fares poorly and suggest remedies.
At the heart of the remedies lies a rethinking of the instructional model in
which teachers focus less on presenting subject material and more on
engineering learning experiences and guiding students' learning efforts, while
students strive to become active, selfmonitoring constructors of knowledge.
