论文标题
谈论物理问题解决时，我们谈论的是什么
What we talk about when we talk about physics problem solving
论文作者
论文摘要
我是二年级认知科学专业的专业，作为一名完成物理科学分布要求的学生，我可能永远不会再遇到高斯定律。那么，为什么我觉得我致力于解决高斯定律问题的时间和精力值得呢？在某种程度上，我天生就喜欢学习过程以及通过理解电磁主义而获得的物理世界的新观点。但是，我也受到物理问题在有效解决问题的策略中训练思想的方式的启发。 （当然，我是 - 我是一名认知科学专业！）当我反映出这一实现时，出现了两个主题。首先，物理问题是用于物理以外更复杂问题的有用玩具模型，培训了我们可以广泛转移的解决问题的技能。其次，物理问题解决过程邀请我们反思我们独特的认知和情感过程。这些主题是相互联系的和免费的。对我们思想的元认知理解的提高有助于解决越来越复杂的问题，解决日益困难的问题的行为为我们的思想提供了进一步的了解。在接下来的情况下，我和Zosia Krusberg教授认为物理问题解决过程提供了九个一般课程。
I am a second-year cognitive science major, and as a student who has completed my physical science distributive requirements, I will likely never again come across Gauss's law. So why do I feel that the time and effort I devoted to solving Gauss's law problems was worth it? Partly, I inherently enjoy the learning process and the new perspective on the physical world I have acquired by understanding electromagnetism. But I was also inspired by the ways in which physics problems train the mind in effective problem-solving strategies. (Of course I was -- I am a cognitive science major!) Two themes emerged as I reflected on this realization. First, physics problems serve as useful toy models for more complex problems outside of physics, training us in broadly transferable problem-solving skills. Second, the physics problem-solving process invites us to reflect on our unique cognitive and affective processes. These themes are interconnected and complimentary. An improved metacognitive understanding of our minds facilitates solving progressively more complex problems, and the act of solving increasingly difficult problems provides further insight into our minds. In what follows, Professor Zosia Krusberg and I consider nine general lessons offered by the physics problem-solving process.
