Systematic comparison of solved problems as a cooperative learning task

R. Taconis, B.H.A.M. Hout-Wolters, van

    Research output: Contribution to journalArticleAcademicpeer-review

    4 Citations (Scopus)
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    Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science. The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who are often girls.
    Original languageEnglish
    Pages (from-to)335-359
    JournalInstructional Science
    Issue number5
    Publication statusPublished - 1999


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