Raising attainment in post-compulsory physics through collaborative problem solving

Mazorodze, Ronald and Reiss, Michael. J. (2018) Raising attainment in post-compulsory physics through collaborative problem solving. School Science Review, 99 (369). pp. 96-104. ISSN 0036-6811

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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.

Item Type: Article
Uncontrolled Keywords: Education, post-compulsory physics, A-level physics, Metacognition
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Q Science > QC Physics
Divisions: Faculty of Arts, Business & Applied Social Science > Department of Applied Social Sciences
Depositing User: David Upson-Dale
Date Deposited: 26 May 2020 14:02
Last Modified: 26 May 2020 14:02
URI: https://oars.uos.ac.uk/id/eprint/1247

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