A contribution to a methodology for teaching and assessment of group problem solving in biology among 15-year old pupils

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Abstract
The nature of problems and problem solving in relation to current developments in science education are discussed. The paper deals particularly with a suggested methodology for teaching and subsequent assessment of group problem-solving activities with pupils of 15 years of age in schools in the UK. The strategy described and tested is based on a schedule given to pupils which provides them with details of a series of logical stages which might be adopted in a problem-solving approach. The schedule is used as the basis for the assessment instrument which is outlined in detail, giving criteria for grading performance. Analysis of the findings from trials suggests that this approach could form the basis of a model for teaching and assessment of group performance in problem-solving activities in science.

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