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Systematic comparison of solved problems as a cooperative learning task

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Abstract

Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science. The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who are often girls.

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Authors and Affiliations

  1. Graduate School of Teaching and Learning, University of Amsterdam, The Netherlands

    Ruurd Taconis & Bernadette Van Hout-Wolters

  2. Department of Physics Education, Eindhoven University of Technology, The Netherlands

    Ruurd Taconis

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  1. Ruurd Taconis
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  2. Bernadette Van Hout-Wolters
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Correspondence to Ruurd Taconis.

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Taconis, R., Van Hout-Wolters, B. Systematic comparison of solved problems as a cooperative learning task. Research in Science Education 29, 313–329 (1999). https://doi.org/10.1007/BF02461596

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