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Retention of Problem-Solving Performance in School Contexts

✍ Scribed by John A. Ross and Florence J. Maynes


Book ID
125035286
Publisher
Canadian Society of the Study of Education (CSSE)
Year
1985
Tongue
English
Weight
392 KB
Volume
10
Category
Article
ISSN
0380-2361

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In this study a two-sample, pre/posttest, quasi-experimental design was used to investigate the effect of explicit problem-solving instruction on high school students' conceptual understanding of physics. Eight physics classes, with a total of 145 students, were randomly assigned to either a treatme