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Scaffolded problem–solving in the physics and chemistry laboratory: difficulties hindering students' assumption of responsibility

[journal article]

Reigosa, Carlos; Aleixandre, Marilar Jimenez

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132084

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Abstract This case study examines the performances of 18 tenth-grade students (age 15-16 years) in the process of performing problem–solving tasks in the physics and chemistry laboratory. The study focuses on different types of problems arising in the process of transferring responsibility to students in a context of teacher assistance to autonomous problem solving. The students' conversations were audio and videotaped and their productions collected. Problems were found in relation to i) excessive task difficulty, ii) stereotyped school culture reflecting procedural display rather than genuine problem solving, and iii) problems related to within-group interactions and roles. The findings are discussed in reference to the educational goal of students progressively assuming responsibility in their own learning
Classification Secondary Education Sector Lower Level; Curriculum, Teaching, Didactics
Free Keywords discourse; practical work; laboratory; learning environment; scaffolding
Document language English
Publication Year 2006
Page/Pages p. 307-329
Journal International Journal of Science Education, 29 (2006) 3
DOI http://dx.doi.org/10.1080/09500690600702454
Status Postprint; reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)
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