Raising attainment in post-compulsory physics through collaborative problem solving

• Autores: Ronald Mazorodze, Michael J. Reiss
• Localización: School Science Review, ISSN 0036-6811, Vol. 99, Nº. 369, 2018 (Ejemplar dedicado a: ASE Annual Conference 2018), págs. 96-104
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article examines how students taking a post-compulsory physics course for 16- to 19-year-olds (A-level physics) benefited from a change in pedagogy which meant that they spent more time problem solving in collaborative groups. Video analysis of these collaborative problem-solving sessions revealed that the students improved a number of key competences, including their use of metacognition. As a result, the students improved in their learning of physics, although the reasons for this differed from student to student.