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999 _c101785
_d101785
001 978-3-030-24686-0
003 DE-He213
005 20210117160536.0
007 cr nn 008mamaa
008 190920s2019 gw | s |||| 0|eng d
020 _a9783030246860
024 7 _a10.1007/978-3-030-24686-0
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aMazorodze, Ronald.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aCognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics
_h[electronic resource] :
_bA Case Study Using Action Research /
_cby Ronald Mazorodze, Michael J. Reiss.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aIX, 142 p. 23 illus., 12 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction: Problem solving and the curriculum -- What we know from the literature -- The study -- The findings -- Discussion and implications.
520 _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 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.
650 0 _aScience education.
650 0 _aTeaching.
650 0 _aPhysics.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aStudy Skills.
650 0 _aEducation—Research.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aPhysics, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/P00002
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aStudy and Learning Skills.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53010
650 2 4 _aResearch Methods in Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O54000
700 1 _aReiss, Michael J.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030246853
776 0 8 _iPrinted edition:
_z9783030246877
856 4 0 _uhttps://doi.org/10.1007/978-3-030-24686-0
942 _2ddc
_cEBOOK