This study is focused on analyzing experimental results obtained due the use of different types of problem statements. It analyzes characteristics of problem-solving processes in subjects who have different levels of experience in solving physics problems. The problem-solving process is assumed as a process of modeling where different levels of representations are built. It is proposed a comprehension model for Physics problem-solving that assumes the existence of three levels of representation with different ontological elements and different levels of abstraction: A Situation Model (referential, non-abstract world representation of objects and events), a Conceptual-Physics Model (abstract, in terms of laws, principles and scientific concepts) and a Formalized-Physics Model (abstract, usually in mathematical language). The main goal of this work is to study how the problem-solving process depends on the experience the solver has in problems statements with particular characteristics. Two kinds of problems are used in the study. The difference between both statements is on the explicit or implicit presence of the Physics model that allows facing the problem and giving a solution. The results presented correspond to six interviews carried out with participants of different level of experience: 2 undergraduate physics students, 2 PhD physics students and 2 physics professors at university level. Subjects are audio and video-taped during a problem-solving interview. The records are transcribed and analyzed according to previously defined indicators. These indicators are used to determinate the number of actions and time spent in each stage of the problem-solving processes. The numerical parameters obtained are analyzed to study similarities and differences in the solving processes generated by the participants. Some findings are presented and discussed