Abstract
The article deals with how individual learning and problem solving processes are influenced by the communicative interaction between teacher and student. A test procedure including an evaluation method is described, which allows for a semi-quantitative assessment of the usefulness of the respective teaching method. The results show clearly that taking the students’ preknowledge and their daily life experiences into account is superior to simply conveying and asking for definitions.
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Sumfleth, E., Pitton, A. (1999). Problems of Communication in Chemistry Classes. In: Bandiera, M., Caravita, S., Torracca, E., Vicentini, M. (eds) Research in Science Education in Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9307-6_10
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DOI: https://doi.org/10.1007/978-94-015-9307-6_10
Publisher Name: Springer, Dordrecht
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