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

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    Authors
    McGregor, Debra
    Issue Date
    2008
    
    Metadata
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    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
    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
    Journal article
    Language
    en
    ae974a485f413a2113503eed53cd6c53
    10.1080/00220270701813282
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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