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The Findings

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Abstract

With an intervention that introduced the explicit teaching of problem-solving strategies through collaborative, group problem-solving sessions and cognitive apprenticeship, a general positive shift in the students’ problem-solving patterns was observed. Students demonstrated a better planned and more thoughtful deployment of the taught strategies. These positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy were positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.

Keywords

Physics Problem solving Collaboration Metacognition Self-efficacy 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of SuffolkSuffolkUK
  2. 2.Institute of EducationUniversity College LondonLondonUK

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