LEADER 03915nam 22007575 450 001 9910349334903321 005 20240326125308.0 010 $a9783030246860 010 $a3030246868 024 7 $a10.1007/978-3-030-24686-0 035 $a(CKB)4100000009362515 035 $a(DE-He213)978-3-030-24686-0 035 $a(MiAaPQ)EBC5899818 035 $a(EXLCZ)994100000009362515 100 $a20190920d2019 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics $eA Case Study Using Action Research /$fby Ronald Mazorodze, Michael J. Reiss 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (IX, 142 p. 23 illus., 12 illus. in color.) 311 08$a9783030246853 311 08$a303024685X 320 $aIncludes bibliographical references. 327 $aIntroduction: Problem solving and the curriculum -- What we know from the literature -- The study -- The findings -- Discussion and implications. 330 $aThis 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 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 divideŽ 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 positiveshifts 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. 606 $aScience$xStudy and teaching 606 $aTeachers$xTraining of 606 $aPhysics 606 $aAstronomy 606 $aLearning, Psychology of 606 $aStudy skills 606 $aEducation$xResearch 606 $aScience Education 606 $aTeaching and Teacher Education 606 $aPhysics and Astronomy 606 $aInstructional Psychology 606 $aStudy and Learning Skills 606 $aResearch Methods in Education 615 0$aScience$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aPhysics. 615 0$aAstronomy. 615 0$aLearning, Psychology of. 615 0$aStudy skills. 615 0$aEducation$xResearch. 615 14$aScience Education. 615 24$aTeaching and Teacher Education. 615 24$aPhysics and Astronomy. 615 24$aInstructional Psychology. 615 24$aStudy and Learning Skills. 615 24$aResearch Methods in Education. 676 $a507.1 676 $a530.071 700 $aMazorodze$b Ronald$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060720 702 $aReiss$b Michael J$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349334903321 996 $aCognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics$92515409 997 $aUNINA