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Titlebook: Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics; A Case Study Using A Ronald Mazorodze,Michael J. Reiss Book 2019

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發(fā)表于 2025-3-21 16:19:54 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics
副標(biāo)題A Case Study Using A
編輯Ronald Mazorodze,Michael J. Reiss
視頻videohttp://file.papertrans.cn/230/229164/229164.mp4
概述Presents an in-depth analysis of research to improve problem solving in physics.Is a fine-grained piece of action research using multimodal data.Shows encouraging findings from a research project that
圖書(shū)封面Titlebook: Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics; A Case Study Using A Ronald Mazorodze,Michael J. Reiss Book 2019
描述.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 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 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
出版日期Book 2019
關(guān)鍵詞Teaching Adolescents; Post-16 Physics; Problem Solving Patterns; Problem Solving Strategies; Strategy In
版次1
doihttps://doi.org/10.1007/978-3-030-24686-0
isbn_ebook978-3-030-24686-0
copyrightSpringer Nature Switzerland AG 2019
The information of publication is updating

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發(fā)表于 2025-3-21 21:23:54 | 只看該作者
https://doi.org/10.1007/978-3-030-69352-7e thoughtful deployment of the taught strategies. These positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy were 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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發(fā)表于 2025-3-22 03:36:27 | 只看該作者
The Findings,e thoughtful deployment of the taught strategies. These positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy were 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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Discussion and Implications,suppression of different mechanisms for successful problem solving. However, these observed regularities were different for different students. In addition to discussing the results, this chapter discusses the limitations and implications for practice.
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發(fā)表于 2025-3-22 15:19:03 | 只看該作者
https://doi.org/10.1007/978-3-030-69352-7suppression of different mechanisms for successful problem solving. However, these observed regularities were different for different students. In addition to discussing the results, this chapter discusses the limitations and implications for practice.
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Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics978-3-030-24686-0
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