Turning exercises into problems: An experimental study with teachers in training
The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Garrett, R. M. [verfasserIn] Satterly, D. [verfasserIn] Perez, D. Gil [verfasserIn] Martinez-Torregrosa, J. [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2011 |
|---|
| Übergeordnetes Werk: |
Enthalten in: International journal of science education - London [u.a.] : Taylor and Francis, 1987, 12(1990), 1 vom: Jan., Seite 1-12 |
|---|---|
| Übergeordnetes Werk: |
number:1 ; volume:12 ; year:1990 ; month:01 ; pages:1-12 |
| Links: |
|---|
| DOI / URN: |
10.1080/0950069900120101 |
|---|
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NLEJ253205727 |
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| 520 | |a The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. | ||
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10.1080/0950069900120101 doi (DE-627)NLEJ253205727 (TFO)746953087 DE-627 ger DE-627 rda eng Garrett, R. M. verfasserin aut Turning exercises into problems: An experimental study with teachers in training 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. Satterly, D. verfasserin aut Perez, D. Gil verfasserin aut Martinez-Torregrosa, J. verfasserin aut Enthalten in International journal of science education London [u.a.] : Taylor and Francis, 1987 12(1990), 1 vom: Jan., Seite 1-12 Online-Ressource (DE-627)NLEJ253204550 (DE-600)1480793-2 (DE-576)079718973 1464-5289 nnns number:1 volume:12 year:1990 month:01 pages:1-12 https://www.tib.eu/de/suchen/id/tandf%3Abc303489bdbd275f08de9b5b992ce61d15191650 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 12 1990 1 1-12 |
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10.1080/0950069900120101 doi (DE-627)NLEJ253205727 (TFO)746953087 DE-627 ger DE-627 rda eng Garrett, R. M. verfasserin aut Turning exercises into problems: An experimental study with teachers in training 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. Satterly, D. verfasserin aut Perez, D. Gil verfasserin aut Martinez-Torregrosa, J. verfasserin aut Enthalten in International journal of science education London [u.a.] : Taylor and Francis, 1987 12(1990), 1 vom: Jan., Seite 1-12 Online-Ressource (DE-627)NLEJ253204550 (DE-600)1480793-2 (DE-576)079718973 1464-5289 nnns number:1 volume:12 year:1990 month:01 pages:1-12 https://www.tib.eu/de/suchen/id/tandf%3Abc303489bdbd275f08de9b5b992ce61d15191650 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 12 1990 1 1-12 |
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10.1080/0950069900120101 doi (DE-627)NLEJ253205727 (TFO)746953087 DE-627 ger DE-627 rda eng Garrett, R. M. verfasserin aut Turning exercises into problems: An experimental study with teachers in training 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. Satterly, D. verfasserin aut Perez, D. Gil verfasserin aut Martinez-Torregrosa, J. verfasserin aut Enthalten in International journal of science education London [u.a.] : Taylor and Francis, 1987 12(1990), 1 vom: Jan., Seite 1-12 Online-Ressource (DE-627)NLEJ253204550 (DE-600)1480793-2 (DE-576)079718973 1464-5289 nnns number:1 volume:12 year:1990 month:01 pages:1-12 https://www.tib.eu/de/suchen/id/tandf%3Abc303489bdbd275f08de9b5b992ce61d15191650 Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 12 1990 1 1-12 |
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The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. |
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The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. |
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The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ253205727</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206144532.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0950069900120101</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ253205727</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746953087</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Garrett, R. M.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Turning exercises into problems: An experimental study with teachers in training</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The traditional concept of 'problem', as frequently exemplified by the paper-and-pencil exercises provided in physics textbooks, is examined and criticized for its lack of a truly scientific approach. The presentation of problems in this way, it is suggested, lies at the root of pupils' and even teachers' failure to solve simple exercises successfully. It is proposed that by a process of 'reflective deconditioning' it is possible to break down the preconceptions of physics teachers in training and help them to recast familiar situations in such a way that true problem solving is possible. A seminar designed to bring about this sort of change is described. Responses to a series of pre- and post-seminar questionnaires and exercises given to the students are then analysed to test the effectiveness of the seminar.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Satterly, D.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Perez, D. Gil</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Martinez-Torregrosa, J.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of science education</subfield><subfield code="d">London [u.a.] : Taylor and Francis, 1987</subfield><subfield code="g">12(1990), 1 vom: Jan., Seite 1-12</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ253204550</subfield><subfield code="w">(DE-600)1480793-2</subfield><subfield code="w">(DE-576)079718973</subfield><subfield code="x">1464-5289</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:1</subfield><subfield code="g">volume:12</subfield><subfield code="g">year:1990</subfield><subfield code="g">month:01</subfield><subfield code="g">pages:1-12</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3Abc303489bdbd275f08de9b5b992ce61d15191650</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">1</subfield><subfield code="d">12</subfield><subfield code="j">1990</subfield><subfield code="c">1</subfield><subfield code="h">1-12</subfield></datafield></record></collection>
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