Implications of Cognitive Theory for Instruction in Problem Solving
| Autor: | Norman Frederiksen |
|---|---|
| Rok vydání: | 1984 |
| Předmět: |
Social Psychology
Higher education Psychometrics business.industry Teaching method media_common.quotation_subject 05 social sciences 050401 social sciences methods 050301 education Cognition Creativity Skill development Education 0504 sociology Cognitive development Statistics Probability and Uncertainty business Psychology Social psychology 0503 education Applied Psychology Cognitive psychology media_common |
| Zdroj: | Review of Educational Research. 54:363-407 |
| ISSN: | 1935-1046 0034-6543 |
| DOI: | 10.3102/00346543054003363 |
| Popis: | Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in a description of how high levels of proficiency in problem solving are acquired and how problem solving skills might best be taught, keeping in mind a distinction between well-and ill-structured problems. The need for practice materials is discussed, and some desirable qualities of such materials are suggested. Finally, several unresolved issues regarding instructional methods are considered. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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