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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 - 540
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.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/00220270701813282
dc.subjectPupils
dc.subjectSecondary education
dc.subjectCognitive development
dc.subjectScience education
dc.subjectScaffolding
dc.subjectSocial interaction
dc.subjectTask structure
dc.titleThe influence of task structure on students' learning processes: observations from case studies in secondary school science
dc.typeJournal article
dc.identifier.journalJournal of Curriculum Studies
html.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.


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