Raising attainment in post-compulsory physics through collaborative problem solving

By Ronald Mazorodze, Michael Reiss

Issue 369 | Page 96 | Published Jun 2018

Download Resource
Login to see content The following document is not available for your current membership, please sign up here

Description

Spending more time problem solving in collaborative groups can help 16- to 19-year-olds (A-level physics students) improve their use of metacognition and so enhance their learning of physics

Metacognition

More from this issue

An effective demonstration of the preparation of iron(II) sulfide

How the difficulty teachers were experiencing in demonstrating the preparation of iron(II) sulfide to students was solved through action research...

Journal Article

How far has science education come since the Warnock Report? What educational research tells us

Considering the background to the gap between current science education and the drive for inclusive education

Journal Article

Potentially lethal! Which of the mechanisms represented in the press is the cause of the damaging effects of swallowing button batteries?

A team of year 12 students investigated the likelihood of the various possible causes of death after children had swallowed button batteries

Journal Article
Show more

Related content

The implementation of metacognitive strategies in pedagogy: supporting anatomical plasticity in the developing human brain (Adjani)

This article involves a systematic scoping of literature that draws upon various studies to include discussions on how current strategies in...

Journal Article

Making your practice about learning: meta-learning in science and the wider learning community

Using metacognition and self-regulation strategies in science and how to create lessons where a meta-learning cycle is used to develop more...

Journal Article
Login to see content The following document is not available for your current membership, please sign up here