Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
7274768 | Journal of Experimental Child Psychology | 2016 | 8 Pages |
Abstract
Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3Â weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Elizabeth Jewett, Deanna Kuhn,