Differentiating the curriculum through the use of problem solving |
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| Authors: | Susan Odgers Anne Symons Ian Mitchell |
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| Institution: | (1) Korowa Anglican Girls' School, Victoria, Australia;(2) Faculty of Eduction, Monash University, 3800 Clayton, Victoria, Australia |
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| Abstract: | This is a report of the approaches of two classroom science teachers, supported by a research group, to understanding the
consequences of a classroom change implemented in response to a perceived problem. The deficiencies of the normal curriculum
in providing for the needs of all students became the focus for the teachers of curriculum development in Year 7. This resulted
in the design of activities that required students to consolidate and apply their knowledge to the changes in state of water.
The challenge was to create accessible yet demanding problem-solving tasks for all students. In this article, the focus is
on the consequences of using these tasks. Student interviews were conducted through the period of using the tasks, students
made written comments at the end of the sequence, and records were kept of relevant classroom observations. Our concern that
students would recognise that the tasks were graded in difficulty, and hence their own ability as science students determined,
proved groundless. There were some interesting yet unexpected outcomes, particularly for student learning about aspects of
the ways science proceeds.
Anne Symons deceased in 1998. |
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