Literaturnachweis - Detailanzeige
| Autor/in | Ping-Kee, Tao |
|---|---|
| Titel | Developing understanding through confronting varying views: the case of solving quanlitative physics problems. |
| Quelle | In: International journal of science education, 23 (2001) 12, S. 1201-1218Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Kritikfähigkeit; Interview; Qualitative Analyse; Test; Erkenntnis; Erkenntnisprozess; Lerneffekt; Lösungsstrategie; Physik; Diskussion; Konzept |
| Abstract | This study explored high school students' collaborative efforts in solving qualitative physics problems. It aims to investigate whether and how confronting students with varying views help to improve their problem solving skills and develop better understanding of the underlying physics concepts. The varying views were provided to 18 Year 12 students by requiring them (a) to work in dyads on three problems during which they had to consider and confront each other's ideas; and (b) to consider, in a feedback session, multiple solutions to each problem, comparing the solutions with their own and reflecting on their mistakes. The study adopts Marton's emerging theory of awareness as its theoretical underpinning- that the varying views would bring to students' focal awareness and enable them to discern the different critical aspects of the problem situations and this would help them to develop conceptual understanding. The results show that confronting students with varying views have positive effects on students' learning, thus lending support to the theory of awareness. |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2003_(CD) |
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