Abstract
Problem solving has become an important aspect of science education. Previous investigations have often dealt with problem solving involving individual pupils. This study is concerned with the different styles or patterns of approach adopted by groups of pupils and the effect of this on individual pupils’ understanding of the problem, the solution produced and the motivation for this type of task. The results of the investigation indicate that there are several identifiable and consistent patterns of behaviour which relate to styles of leadership or teamwork. The level of understanding and motivation for problem‐solving tasks appears often to be significantly different in relation to the different patterns of behaviour.
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