Issues in science education: problem‐solving, creativity and originality

Garrett, RM

doi:10.1080/0950069870090201

Cited by 48 publications

(30 citation statements)

References 24 publications

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“…The present results condition the importance that some studies give to the analysis of the kind of proposed experimental activities (inductive or deductive method, demonstrative or discovery activities, demonstration or problem-solving exercises) in order to infer the learning and understanding characteristics promoted among students (Garrett, 1987;Shulman & Tamir, 1973;Turner, 1957). These studies generally do not take into consideration the discursive and social context that can substantially modify the proposed activity.…”

Section: Discussionsupporting

confidence: 66%

“…In science teaching, it is often believed that didactic activities and experiments or problemsolving exercises propitiate a creative relationship between students and knowledge (Garrett, 1987;Gil and Martínez-Torregrosa, 1983;Turner, 1957), whereas guided demonstrations or activities limit the possibility of allowing students to establish a constructive relationship with knowledge. However, some evaluations about the functioning of these classroom proposals have been made and the results are not significantly different from those of students that have worked with projects based on problem resolution or "learning by discovery" and those that have experienced activity-based or expository teaching or guided teaching (Ausubel, 1978;Rachelson, 1977;Shulman, 1970;Shulman & Tamir, 1973).…”

Section: Introductionmentioning

confidence: 99%

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Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom

Candela

1997

Sci. Ed.

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Section: Discussionsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom

Candela

1997

Sci. Ed.

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“…In particular, as stated by UNESCO (2004), science education should encourage and develop both a scientific culture and the ability to solve problems. Furthermore, Garrett (1987) points out that there is a long and widely held belief that solving problems is a fundamental scientific activity, which differentiates it from other human activities. Garrett (1987) argues that the process of solving problems goes beyond the scientific field since it touches on other areas of life at individual and social levels, and can be considered as an expression of the development of creative thinking.…”

Section: Theoretical Basismentioning

confidence: 99%

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

Becerra-Labra

Gras‐Martí

Torregrosa

2012

International Journal of Science Education

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A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

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“…Instructors rarely explicitly support the learning process that should take place while students solve problems, or develop in students an expertlike approach to problem solving [78,79]. The typical approach is to assign problems to solve and provide help when students cannot get by on their own and request the teacher to help them.…”

Section: Teaching Problem Solvingmentioning

confidence: 99%

Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective

Yerushalmi

Eylon

2013

Phys. Rev. ST Phys. Educ. Res.

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When classroom teachers introduce curricular innovations that conflict with their former deeply rooted practices, the teachers themselves experience a process of change. One professional development framework intended to support this change is the customization workshop, in which teachers cooperatively customize innovations to their own classroom contexts, reflect on the strengths and weaknesses of classroom implementation, and refine their innovations. Two goals sometimes conflict in such workshops: developing teachers' skills as reflective practitioners (process) and maintaining crucial characteristics of the original innovations (product). This paper explores how to meet both challenges using the insights from a perspective that provides a striking parallel: developing expertlike problem-solving skills (process) as well as conceptual understanding (product) in the physics classroom. We apply this perspective by (a) characterizing an expertlike approach to pedagogical problem solving in the context of customization workshops, (b) determining the nature of pedagogical problems best suited for developing such an expertlike approach, (c) suggesting how to design customization workshops that support teachers to develop an expertlike approach to pedagogical problem solving. In particular, we hypothesize that applying cognitive apprenticeship in customization workshops in a manner similar to its application in the teaching of expertlike problem solving in the physics classroom should effectively help teachers approach the pedagogical problem of customization in an expertlike manner. We support our hypothesis with an empirical study of three year-long cooperative customization workshops for physics teachers that differed in terms of mentoring approach. We examined the questions (a) under which mentoring approaches did teachers perform an expertlike pedagogical problem-solving process and (b) which practices and perceptions emerged through execution of this process?

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Issues in science education: problem‐solving, creativity and originality

Cited by 48 publications

References 24 publications

Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom

Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective

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