Materials Similar to Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving
- 92%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 54%: Physics Problem Solving in Cooperative Learning Groups
- 52%: Cooperative group problem solving laboratories for introductory classes
- 43%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 40%: Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
- 40%: Talk moves, argumentation, and questioning patterns in LA-supported group problem solving
- 38%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
- 37%: Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations
- 37%: Do prescribed prompts prime sensemaking during group problem solving?
- 36%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 33%: Small-Group Teaching
- 32%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 32%: A Case Study: Novel Group Interactions through Introductory Computational Physics
- 32%: Influences of teaching style and perceived care of instructor on retention of underrepresented groups in STEM
- 31%: Understanding and Teaching Problem-Solving in Physics
- 31%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 31%: Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
