Abstract
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years. In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further seven Year 11 physics classes.
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