Faculty Conceptions of the Teaching and Learning of Problem Solving

Exploring the disconnect between effective curricular materials and faculty adoption, this study investigates physics faculty's perceptions of teaching problem solving. Through interviews with six faculty members, an initial explanatory model was created, highlighting 14 general features of their conceptions. The research identifies commonalities across faculty perspectives, represented in a concept map, and aims to bridge the gap between research-based instructional strategies and faculty beliefs about teaching and learning in physics.