The DOI matches its Crossref record.
Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups
Abstract
A supportive environment based on cooperative grouping was developed to foster students’ learning of an effective problem-solving strategy. Experiments to adapt the technique of cooperative grouping to physics problem solving were carried out in two diverse settings: a large introductory course at state university, and a small modern physics class at a community college. Groups were more likely to use an effective problem-solving strategy when given context-rich problems to solve than when given standard textbook problems. Well-functioning cooperative groups were found to result from specific structural and management procedures governing group members’ interactions. Group size, the gender and ability composition of groups, seating arrangement, role assignment, textbook use, and group as well as individual testing were all found to contribute to the problem-solving performance of cooperative groups.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Research shows that the consensus-finding crucial for learning in the collaborative stage is best stimulated by complex questions that require higher-level cognitive skills (B. S. Bloom et al., 1964;Heller & Hollabaugh, 1992;Rieger & Rieger, 2020;Stearns, 1996).”
From Active learning through flexible collaborative exams: Improving assessments across disciplines (2026) · cites this paper as Heller & Hollabaugh, 1992
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Peer Instruction: Ten years of experience and results
Crouch, C. H., & Mazur, E. (2001) · American Journal of Physics · doi:10.1119/1.1374249 · Cited by 2,682
Where's the evidence that active learning works?
MICHAEL, J. A. (2006) · AJP Advances in Physiology Education · doi:10.1152/advan.00053.2006 · Cited by 1,719
Singer, S. R., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 852
(2004) · Cited by 738
THE FUTURE OF ENGINEERING EDUCATION II. TEACHING METHODS THAT WORK
Felder, R. M., Woods, D. R., Stice, J. E., & Rugarcía, A. (2000) · ATE Central (National Science Foundation) · Cited by 716
Metadata
- Authors
- Heller, P., & Hollabaugh, M.
- Affiliations
- University of Minnesota (US)
- Normandale Community College (US)
- ORCID
- Heller, Patricia
- Venue
- American Journal of Physics
- Published
- 1992-07-01
- Volume
- 60
- Issue
- 7
- Pages
- 637-644
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2047405957
- Cited by
- 726
- References
- 0
- Citations by year
- 2026: 10 · 2025: 16 · 2024: 23 · 2023: 36 · 2022: 26 · 2021: 25 · 2020: 52 · 2019: 20 · 2018: 41 · 2017: 19 · 2016: 46 · 2015: 22 · 2014: 35 · 2013: 33 · 2012: 43
- FWCI
- 3.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Physics (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Educational Methods and Outcomes
- Keywords
- physics problem solving, problem-solving strategies, context-rich problems, group structure, group management, role assignment, group size, gender composition, seating arrangement, introductory physics, modern physics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
