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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning in Classrooms, Schools and Communities > The influence of task structure on students' learning processes: observations from case studies in secondary school science

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/34112
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Title: The influence of task structure on students' learning processes: observations from case studies in secondary school science
Authors: McGregor, Debra
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
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.
Type: Article
Language: en
Keywords: Cognitive development
Science education
Scaffolding
Social interaction
Task structure
Pupils
Secondary education
Appears in Collections: Learning in Classrooms, Schools and Communities

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