Year: 2005
Type: dissertation
Abstract: Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session.
Author: Reuben Double Koontse
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2030522713