Students’ perceptions of real engagement in active problem solving

I-Chen Wu, Randal Pease and C. June Maker

Gifted and Talented International, 2015, vol. 30, issue 1-2, 106-121

Abstract: The purpose of this study was to explore 42 elementary students’ perceptions of their experiences while they were engaging in a class in which the Real Engagement in Active Problem Solving (REAPS) model was used. A qualitative study was conducted to analyze their responses. Individual interviews and artifacts were collected and analyzed. Themes were identified in students’ perceptions across interview questions: topic, process, activity, collaboration, support, intrapersonal skills, and emotions. Researchers recommend integrating REAPS in different contexts and collecting adequate background information as a way to understand the effectiveness of REAPS. Differentiation principles applied in REAPS were beneficial to students’ engagement, thereby helping them to achieve long-lasting learning.

Date: 2015
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DOI: 10.1080/15332276.2015.1137462

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