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What happens when you solve 2000 physics problems.

Does solving more science problems result in better understanding of science? Not necessarily. The reason has to do with the distinction between procedural and conceptual knowledge, what kinds of problems call for which kind of knowledge, and how students go about solving the problems in the first place. The example I draw from here looks at physics, but the same principles apply to other scientific problem-solving situations. 00:00 Introduction 00:49 Study results 01:03 Thinking process for a workbook problem 01:59 Thinking process for a conceptual problem 03:46 What to do? For more videos on learning, check out my learning community: https://www.benjaminkeep.com/community/ Sign up to my email newsletter, Avoiding Folly, here: http://www.benjaminkeep.com. The study for this video: Kim, E., & Pak, S. J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759-765. (available at http://sdsu-physics.org/sdsu_per/arti...) There is a humorously titled follow-up to this study: Byun, T., & Lee, G. (2014). Why students still can't solve physics problems after solving over 2000 problems. American Journal of Physics, 82(9), 906-913. (available at https://aapt.scitation.org/doi/abs/10...)