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Cognitive and metacognitive problem-...

Mazorodze, Ronald.

Cognitive and metacognitive problem-solving strategies in post-16 physicsa case study using action research /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cognitive and metacognitive problem-solving strategies in post-16 physicsby Ronald Mazorodze, Michael J. Reiss.
Reminder of title:	a case study using action research /
Author:	Mazorodze, Ronald.
other author:	Reiss, Michael J.
Published:	Cham :Springer International Publishing :2019.
Description:	ix, 142 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	PhysicsStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-030-24686-0
ISBN:	9783030246860$q(electronic bk.)

Cognitive and metacognitive problem-solving strategies in post-16 physicsa case study using action research /
Mazorodze, Ronald.

Cognitive and metacognitive problem-solving strategies in post-16 physicsa case study using action research /[electronic resource] :by Ronald Mazorodze, Michael J. Reiss. - Cham :Springer International Publishing :2019. - ix, 142 p. :ill., digital ;24 cm.

Introduction: Problem solving and the curriculum -- What we know from the literature -- The study -- The findings -- Discussion and implications.

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 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.

ISBN: 9783030246860$q(electronic bk.)

Standard No.: 10.1007/978-3-030-24686-0doiSubjects--Topical Terms:

204195
Physics
--Study and teaching.

LC Class. No.: QC30 / .M396 2019

Dewey Class. No.: 530.071

Cognitive and metacognitive problem-solving strategies in post-16 physicsa case study using action research /
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505 0 $a Introduction: Problem solving and the curriculum -- What we know from the literature -- The study -- The findings -- Discussion and implications.
520 $a 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 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.
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