Key to changing students' approaches to solving problems is to have the students attempt to solve multifaceted problems. These contain more than one concept, so students cannot utilize weaker strategies of searching for formulae, rather they must figure out what is happening in the problem, qualitatively analyze the prolem, and form there build a solution.
Students work on these multifaceted problems several times a semester during recitation. Twice a semester the students take a group exam on one of these problems and their solution is graded on the processes they used to solve the problem.
I have shortened the rubric for this grading. It used to run over two pages and have 10 items for the TAs to evaluate. Now it is 1 page, and only 6 items. See linked doc file
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