This study aimed to identifying solving problem strategies of physics problems, which are used by students of grade 9, and at defining the relation of these strategies with problem nature, student’s gender, general physics ability level, and prior physics knowledge level. A sample of (432) students(216 males, 216 females) was chosen randomly in North West Bank according to their  gender, general physics ability level , and  prior physics knowledge levels. A (30) problems test administered to identify solving problem strategies of physics problems, the test was validated, and the reliability coefficient was (0.89) for model(a),(0.93) for model (b), (0.90) for model (c). using KR-20, and (0.89) using test-retest technique. The results of Correlation coefficient phi analysis showed that :there was a significant association between the strategy and each of: gender, problem nature, general physics ability level, and prior physics knowledge level. The analysis chi square analysis also showed: There was a significant differences between the strategy and problem nature for females, but it was not significant for males. There was a significant differences between the strategy and general physics ability level for females, but it was not significant for males. There was a significant differences between the strategy and prior physics knowledge level for females, males, and high general physics ability level, but it was not significant for low general physics ability level. There was a significant association between the strategy and problem nature for females, but it was not significant for males. There was a significant association between the strategy and general physics abilitylevel for females, but it was not significant for males. There was a significant association between the strategy and prior physics knowledge level for females, males, and high general physics ability level, but it was not significant for low general physics ability level, and many more additional results. It was noted that the high percentage usage of the surface interaction strategies by students was due to nature of the problem in the student book of science, and due to teacher roles in the classrooms and their evaluation methods. Thus, a number of suggestions for the authorities of Education and researchers were put forward.

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Publisher Country

Palestine

Publication Type

Both (Printed and Online)

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Year

1970

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