Several problem-solving formats are used by the authors of various Physics textbooks. These can be best summarized as – decode, solve, and analyze. Despite the differing formats, each textbook provides an explanation for each step, however in the process it fails to clearly mention the finer details or attributes of each step in arriving at the solution. The objective of this study was to develop a streamlined process in problem-solving that enhances the students’ learning experience in science. The BIIG problem-solving strategy is a new method of approaching real-world word problems in science in a simple, rational way with clarity and sufficient depth. The thought process in the BIIG method consists of four elements represented by four letters: “B” is associated with the numbers and units, “I” is associated with the variables, next “I” is associated with the contextual information, and “G” is associated with the actual presentation of the solution. The elements described in this article can be applied to any problem-solving format, thereby making it a universal method. Based on both internal and external empirical evidence, it shows that the model is supportive for the students’ problem solving skills. The results indicate that starting with an initial interest level in Physics of only 28%, the students developed appreciation for the subject significantly (76%) and were highly satisfied with the assessment of their work (87%). The BIIG problem-solving method provides much needed skills for improving science education from K-12 schools to colleges, universities and institutions worldwide.

BIIG method, problem solving, analytical skills, science education innovation, word problem steps