IMPROVING COGNITIVE LEARNING IN INTRODUCTORY PHYSICS THROUGH PROBLEM-TEXT TRANSFORMATION

This paper proposes a methodology for improving cognitive learning in introductory physics by means of purposeful transformation of problem text. The problem content remains unchanged, while the form of presentation is redesigned: terminological load is reduced, the sequence “given–find–model–compute–check” is standardized, and the transition from narrative to quantitative relationships is made explicit. A representative problem is presented in two versions (traditional vs. transformed), followed by a scientific and pedagogical explanation of their impact on cognitive load. Diagnostic criteria are suggested for evaluating effectiveness, including error typology, success by solution stages, and the proportion of logical result checking.

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