Abstract
A teaching strategy for fundamental physics through logically dividing and solving physics problems is proposed, with the aim of improving the physics teaching in an introductory course of technology at universities. In the proposed scheme, which has been applied to sophomores taking a class for heat and thermodynamics, students are required to depict the logic flow in a chart, illustrating the logical structure of an assigned physics problem, and submit a paper to the instructor. Questionnaires have been conducted for clarifying the effect of the proposed problem-dividing strategy on the students' attitude toward learning. The data taken are analyzed by use of multivariate analysis. It is found that the students' evaluation is correlated closely with a students' feeling of attainment. Improvement in score has been shown in an end-of-term examination, suggesting that, by mastering the proposed strategy, students become more proficient in logically expressing their thoughts.
