Differentiating the curriculum through the use of problem solving

Abstract

This is a report of the approaches of two classroom science teachers, supported by a research group, to understanding the consequences of a classroom change implemented in response to a perceived problem. The deficiencies of the normal curriculum in providing for the needs of all students became the focus for the teachers of curriculum development in Year 7. This resulted in the design of activities that required students to consolidate and apply their knowledge to the changes in state of water. The challenge was to create accessible yet demanding problem-solving tasks for all students. In this article, the focus is on the consequences of using these tasks. Student interviews were conducted through the period of using the tasks, students made written comments at the end of the sequence, and records were kept of relevant classroom observations. Our concern that students would recognise that the tasks were graded in difficulty, and hence their own ability as science students determined, proved groundless. There were some interesting yet unexpected outcomes, particularly for student learning about aspects of the ways science proceeds.