The influence of task structure on students' learning processes: observations from case studies in secondary school science

2.50
Hdl Handle:
http://hdl.handle.net/2436/34112
Title:
The influence of task structure on students' learning processes: observations from case studies in secondary school science
Authors:
McGregor, Debra
Abstract:
This paper examines the impact of task structure on students' learning processes in the context of several case studies in practical secondary school science. Three levels of differentiated task structure were investigated: open (no structured in-task support), partially structured (some in-task support), or prescriptive (highly structured in-task support). Analysis focused on the students' social exchanges, particularly the nature of the talk and action during task resolution, and the quality of task outcomes. Reflections on the observations highlight where and how pedagogic tactics could be focused to support more effective social and cognitive interactions and thus higher-quality task resolutions.
Citation:
Journal of Curriculum Studies, 40(4): 509 - 540
Publisher:
Taylor & Francis
Journal:
Journal of Curriculum Studies
Issue Date:
2008
URI:
http://hdl.handle.net/2436/34112
DOI:
10.1080/00220270701813282
Additional Links:
http://www.informaworld.com/smpp/content~db=all?content=10.1080/00220270701813282
Type:
Article
Language:
en
Appears in Collections:
Learning in Classrooms, Schools and Communities

Full metadata record

DC FieldValue Language
dc.contributor.authorMcGregor, Debra-
dc.date.accessioned2008-08-05T09:42:02Z-
dc.date.available2008-08-05T09:42:02Z-
dc.date.issued2008-
dc.identifier.citationJournal of Curriculum Studies, 40(4): 509 - 540en
dc.identifier.doi10.1080/00220270701813282-
dc.identifier.urihttp://hdl.handle.net/2436/34112-
dc.description.abstractThis paper examines the impact of task structure on students' learning processes in the context of several case studies in practical secondary school science. Three levels of differentiated task structure were investigated: open (no structured in-task support), partially structured (some in-task support), or prescriptive (highly structured in-task support). Analysis focused on the students' social exchanges, particularly the nature of the talk and action during task resolution, and the quality of task outcomes. Reflections on the observations highlight where and how pedagogic tactics could be focused to support more effective social and cognitive interactions and thus higher-quality task resolutions.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/00220270701813282en
dc.subjectCognitive developmenten
dc.subjectScience educationen
dc.subjectScaffoldingen
dc.subjectSocial interactionen
dc.subjectTask structureen
dc.subjectPupils-
dc.subjectSecondary education-
dc.titleThe influence of task structure on students' learning processes: observations from case studies in secondary school scienceen
dc.typeArticleen
dc.identifier.journalJournal of Curriculum Studiesen
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