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Record Nr. |
UNINA9910349334903321 |
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Autore |
Mazorodze Ronald |
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Titolo |
Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics : A Case Study Using Action Research / / by Ronald Mazorodze, Michael J. Reiss |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (IX, 142 p. 23 illus., 12 illus. in color.) |
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Disciplina |
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Soggetti |
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Science education |
Teaching |
Physics |
Learning |
Instruction |
Study Skills |
Education—Research |
Science Education |
Teaching and Teacher Education |
Physics, general |
Learning & Instruction |
Study and Learning Skills |
Research Methods in Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Introduction: Problem solving and the curriculum -- What we know from the literature -- The study -- The findings -- Discussion and implications. |
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Sommario/riassunto |
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This book reports on a study on physics problem solving in real classrooms situations. Problem solving plays a pivotal role in the physics curriculum at all levels. However, physics students’ performance in problem solving all too often remains limited to basic |
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routine problems, with evidence of poor performance in solving problems that go beyond equation retrieval and substitution. Adopting an action research methodology, the study bridges the `research-practical divide´ by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions by 16-18 year-olds. The analysis revealed a positive shift in the students’ problem-solving patterns, both at group and individual level. Students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students. |
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