Developing understanding through confronting varying views: The case of solving qualitative physics problems

Developing understanding through confronting varying views: The case of solving qualitative physics problems

• Tao, Ping Kee Dept. of Curriculum Studies, University of Hong Kong

International Journal of Science Education, 23(12), 1201-1218, 2001

Routledge

2001

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology

Physics/Teaching/High Schools Physics/Problem Solving Learning, Psychology Of/Conceptual Learning Learning, Psychology Of/Cooperative Learning Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

A study investigated peer collaboration among high school students when solving qualitative physics problems. Participants were 18 students in a year 12 physics class in a Hong Kong school, who worked both individually and in groups to solve physics problems. Findings revealed the positive impact of engaging students in peer collaboration to solve physics problems. Peer collaboration enhanced participants' understanding and problem-solving skills, encouraged them to reflect on the objects of learning and their approach to learning physics, and provided them with a new perspective on problem solving. Other findings of the study are discussed, and recommendations for future research are provided.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690110038602]

• English

Journal Articles

• 09500693

• 10.1080/09500690110038602

https://bibliography.lib.eduhk.hk/bibs/57027b82

2010-09-27