Reiss, MJ;
Mazorodze, R;
(2018)
Raising attainment in post-compulsory physics through collaborative problem solving.
School Science Review
, 99
(369)
pp. 96-104.
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Abstract
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 problemsolving 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.
| Type: | Article |
|---|---|
| Title: | Raising attainment in post-compulsory physics through collaborative problem solving |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/journals/school-science-rev... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10050974 |
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