Materials Similar to Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 61%: Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving
- 47%: Physics Problem Solving in Cooperative Learning Groups
- 45%: Cooperative group problem solving laboratories for introductory classes
- 44%: 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
- 39%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 39%: Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
- 39%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 37%: Talk moves, argumentation, and questioning patterns in LA-supported group problem solving
- 36%: Do prescribed prompts prime sensemaking during group problem solving?
- 36%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 36%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
- 34%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
- 34%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
- 33%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
- 30%: Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
- 30%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 30%: Effect of peer-review on development of students' problem-solving abilities