THE PRINCIPLE OF EQUIVALENT ROLES IN  THINKING ORIENTATION TO ENHANCE PROBLEM-SOLVING ABILITY  IN PHYSICS-MATHEMATICS PROBLEMS

Nghiêm Hồng Trung

doi:10.34238/tnu-jst.11397

THE PRINCIPLE OF EQUIVALENT ROLES IN THINKING ORIENTATION TO ENHANCE PROBLEM-SOLVING ABILITY IN PHYSICS-MATHEMATICS PROBLEMS

About this article

Received: 24/10/24 Revised: 04/03/25 Published: 04/03/25

Authors

Nghiem Hong Trung , University of Education - VNU

Abstract

The 2018 general education program in Vietnam is grounded in contemporary educational theories, aiming to foster a dynamic, learner-centered environment that promotes creativity and holistic development. However, the practical implementation of this program has revealed challenges in certain subjects, particularly in guiding learners to effectively identify and solve problems. Learners often encounter difficulties in determining the appropriate starting point and strategic approach when confronted with real-world or theoretical problems. This study employs a logical research methodology and formalization techniques to introduce the principle of "equivalent roles." This principle is applied to guide cognitive processes in problem-solving, enabling learners to concentrate their thinking, minimize errors, eliminate distractions, and optimize solution efficiency in physics and mathematics. This research result provides a highly applicable principle in solving a physics problem that helps promote logical thinking in students.

Keywords

Equivalent roles; Theory; Problem-solving; Physics problems; Thinking orientation

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DOI: https://doi.org/10.34238/tnu-jst.11397

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