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Abstract
Thirteen students (aged 11‐12) were observed in detail whilst carrying out a practical problem‐solving activity in a normal classroom. The study shows that the way in which students went about solving the problem given was influenced by the apparatus supplied, observing what other groups did with the apparatus, the ideas that the students brought to bear on the problem, and the the students' interpretation of the results that they were collecting. How or whether the students reacted to these cues depended on the extent to which they were engaged in solving the problem.
