Implementation of collaborative learning to enhance problem solving expertise in entropy in high school teaching

Abstract

Improving problem solving abilities is a major challenge for teachers generally and mainly in chemistry and physics, Such concepts as entropy require a lot of work from bo sides, and often students and teachers feel powerless to advance in their search for expertise acquisition, In this article, we try to implement a new perspective based on the theoretical model of expertise development, Vygotsky’s theory and collaborative learning. Didactic problems is not a technical issue that can be solved by introducing content changes only. In fact, didactic issues are more complex than that. We think that didactic researchers and specialists will have to react as program engineers but also as social actors able to empower the actors to be autonomous in the learning processes and the problem solving issues. Team supervises work, in Vygotsky’s perspective can help students achieve their proximal zone development. The criterion referenced theory is also another important aspect in our approach, it make the focus on the criteria to be achieved on the distribution of group norms. On the other side, historical, ideological and linguistic issues cannot be missed to bring a comprehensive analysis of didactic problems.

Keywords: Collaborative learning, entropy, didactic, problem solving