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1.
Toward a design theory of problem solving 总被引：21，自引：0，他引：21
Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most
people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal
educational settings, in part, because our understanding of its processes is limited. Instructional-design research and theory
has devoted too little attention to the study of problem-solving processes. In this article, I describe differences among
problems in terms of their structuredness, domain specificity (abstractness), and complexity. Then, I briefly describe a variety
of individual differences (factors internal to the problem solver) that affect problem solving. Finally, I articulate a typology
of problems, each type of which engages different cognitive, affective, and conative processes and therefore necessitates
different instructional support. The purpose of this paper is to propose a metatheory of problem solving in order to initiate
dialogue and research rather than offering a definitive answer regarding its processes.
This paper represents an effort to introduce issues and concerns related to problem solving to the instructional design community.
I do not presume that the community is ignorant of problem solving or its literature, only that too little effort has been
expended by the field in articulating design models for problem solving. There are many reasons for that state of affairs.
The curse of any introductory paper is the lack of depth in the treatment of these issues. To explicate each of the issues
raised in this paper would require a book (which is forthcoming), which makes it unpublishable in a journal. My purpose here
is to introduce these issues in order to stimulate discussion, research, and development of problem-solving instruction that
will help us to articulate better design models. 相似文献
2.
The Jasper experiment: An exploration of issues in learning and instructional design 总被引：1，自引：0，他引：1
Cognition Technology Group at Vanderbilt 《Educational technology research and development : ETR & D》1992,40(1):65-80
The Jasper Woodbury Problem Solving Series is an example of a video-based instructional macrocontext for complex problem generation and problem solving. The Jasper series and curricular materials are described and illustrated in this article. The theoretical framework underlying the series includes assumptions about educational goals and the nature of learning, including the importance of generative activities and cooperative learning situations. The authors argue that the Jasper series affords generative and cooperative learning activities in a way that traditional mathematics problem-solving materials do not. However, whether these features are utilized depends on the teaching model at work in the classroom. Three models of teaching—basics first, structured problem solving, and guided generation—that can be applied to the Jasper series are outlined. The strengths and weaknesses of each are discussed, and associated assessment issues are raised. The article concludes by pointing to the need for research on the impact of differing instructional design decisions.Members of the Cognition and Technology Group at Vanderbilt who contributed to this paper are Linda Barron, John Bransford, Olin Campbell, Ben Ferron, Laura Goin, Elizabeth Goldman, Susan Goldman, Ted Hasselbring, Allison Heath, Charles Kinzer, James Pellegrino, Kirsten Rewey, Robert Sherwood, Nancy Vye, Susan Warren, Susan Williams. 相似文献
3.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
4.
Examining problem-solving skills in technology-rich environments as related to numeracy and literacy
Feiya Xiao Lucy Barnard-Brak William Lan Hansel Burley 《International Journal of Lifelong Education》2013,32(3):327-338
ABSTRACTThis study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers. 相似文献
5.
马晓丹 《天津市教科院学报》2021,(1):75-82
在过去的70年里,问题解决一直是我国数学教育领域的研究热点,其成果不仅影响着学生高层次思维的发展,还促进了积极的学习态度。基于问题解决的数学教育研究历程可分为三个阶段:初兴阶段、发展阶段和深化阶段。问题解决在不同阶段的名称反映了不同时期的价值追求。认知结构研究的抽象化、过程模型研究的多元化、策略研究的高度概括以及元认知研究的外显是数学问题解决研究的趋势。展望未来,关注同一情境中的不同结构、同一结构在不同情境间的迁移,为知识、技能向问题解决能力的转化匹配学习条件,加强数学问题解决的表现性评价研究是今后的研究方向。 相似文献
6.
张高荣 《新乡师范高等专科学校学报》2008,22(1)
拉卡托斯的科学研究纲领方法论是20世纪70年代科学哲学的一个重要成果。进入21世纪后,科学哲学虽然已经取得了长足的发展,但拉卡托斯当年所提出的问题却是科学哲学中十分重要的问题,而至今尚未得到圆满解决。对拉卡托斯的"科学研究纲领方法论"采取新的视角进行分析研究,有着重要的现实意义。 相似文献
7.
A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting on solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. 相似文献
8.
Michael P. Jordan 《Instructional Science》1980,9(3):221-252
Linguistic analysis of short published reports leads to the presentation of an aigorithm that depicts the problem-solving process in terms of a series of evaluative questions. The work shows how reports enable us to define in detail the various stages of problem solving, and it shows that an understanding of these various stages enables us to recognise information structures in written texts; the writing of brief reports of high-priority information on which the whole thinking process is based is thus seen as a vital part of the problem-solving process. One report is analysed in detail to demonstrate the close relationship between information structures in the text and the real-life thought'action process it describes. There is discussion of how paragraphs, sentences and signals within the sentences enable the writer to communicate the information in a conceptual array that represents the actual thought/action process it describes. Educational implications for inter-sentential coherence, discourse analysis, and writing structures, and control of research through written reports are all discussed. 相似文献
9.
Joan P. Avis Elizabeth D. Bigelow 《International journal for the advancement of counseling》1987,10(2):111-121
The purpose of this paper is to describe the application of a group problem-solving process to the problem of how to promote integration in a public secondary school in the U.S.A. The Improving the Human Environment of Schools (IHES) facilitation process of small-group, collaborative problem solving (Avis & Bigelow, 1984) was used to approach the broad presenting problem that the school was desegregated, but not integrated. Two observable manifestations of the problem—counselor programming, and differential academic achievement among white and racial/ethnic minority group students—were identified. Following an analysis of the counselor programming problem, the two solutions prioritized for implementation were to develop an integrated peer counseling program and to conduct a reassessment of counselor functions in light of the expressed concerns. Implementation plans and implications of the process are discussed. The case study represents a cooperative effort between a state agency and a local secondary school to address a complex, controversial issue in a positive, efficient, creative, and constructive manner. 相似文献
10.
Jérôme Proulx 《Educational Studies in Mathematics》2013,84(3):309-328
In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathematics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving processes at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts. 相似文献
11.
12.
It is well established that technological education is not just about the development of technical expertise. A socially constructed view of technology aims to recognise the culture of technology. Technology education as expressed in the New Zealand curriculum provides an opportunity for societal issues to have equal space with technological capability and technological knowledge. However, when technological activities focus on solutions it is all too easy for stakeholders' positions to be ignored. There is a need for a teaching approach to engage in a liberating technological literacy discourse where values and beliefs of all participants directly and indirectly involved in the activity, are examined. This research monitored a professional development programme where identification of the values represented in a familiar object provided a model for discussion and the development of a teaching environment that promoted consideration of values during problem-solving. The data have been collected from primary school teachers who developed teaching programmes for Years 1 to 8 (5–12 years). 相似文献
13.
互联网在问题解决中利弊参半。通过探究和发现,互联网促进数学理解,但直接或间接地对问题提供了解答,使问题降格为练习。本文通过10个例子,探讨互联网在问题解决中的几个问题。 相似文献
14.
Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning. 相似文献
15.
Fien Depaepe Erik De CorteLieven Verschaffel 《International Journal of Educational Research》2007,46(5):266-279
Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying these mathematical textbooks impact the current teaching of mathematics. Two problem-solving lessons were videotaped in 10 sixth-grade classrooms and a coding scheme was developed to analyze these lessons with regard to three aspects of the classroom culture that are assumed to enhance students’ mathematical beliefs and problem-solving competencies: (1) the classroom norms that are established, (2) the instructional techniques and classroom organization forms, and (3) the set of tasks students are confronted with. Two instruments were administered to measure students’ beliefs about learning mathematical word problem solving, and to assess their problem-solving processes and skills. The results indicate that some reform-based aspects seemed to be easier to implement (e.g., a strong focus on heuristic skills, embedding tasks in a realistic context) than others (e.g., the use of group work, an explicit negotiation of appropriate social norms). 相似文献
16.
《师资教育杂志》2012,38(1):50-56
From an examination of documents obtained from forty‐nine local education authorities (LEAs), a research suggested as useful by a project on disruptive behaviour (Lawrence, Steed & Young, 1978), an account was obtained of the expectations of LEAs as to how initial teacher training, programmes should introduce teachers to the skills required for coping with disruptive behaviour. This paper reports the findings derived from these LEA documents and examines their implications for initial teacher training. LEAs are asking colleges to provide factual information about facilities, discussion of major related concepts and training in observational skills, and in a problem solving approach. These requirements are modest and feasible, but require staff who are up‐to‐date vis‐a‐vis disruptive behaviour. 相似文献
17.
The design and evaluation of hypertext structures for supporting design problem solving 总被引：3，自引：0，他引：3
Computer-based complex information systems are used increasingly more often, for a growing variety of purposes, in both educational and professional contexts. Since the effectiveness of information systems will largely depend on the particular purpose and the particular task context at hand, at least part of our research efforts should be directed at studying specific application areas. This paper reports a study on the use of hypertext information systems during architectural-design problem solving. Theoretical notions on design problem solving, such as distinguishing between a problem-structuring and a problem-solving phase, provide us with expectations about the changing informational needs during the design process. Specific information structures are proposed, incorporating design principles from learning research, to accommodate these informational needs. Results of an empirical study indeed showed interactions between design phase and information structure when separately inspecting the outcomes for problem structuring and problem solving. Educational implications include the use of a combination of hierarchical decomposition and cross-referencing for certain instructional goals, such as teaching complexity and abstraction. 相似文献
18.
Situating the conceptual knowledge of a science discipline in the context of its use in the solving of problems allows students the opportunity to develop: a highly structured and functional understanding of the conceptual structure of the discipline; general and discipline-specific problem-solving strategies and heuristics; and insight into the nature of science as an intellectual activity. In order realize these potential learning outcomes, the reconstructions of scientific theories used in problem solving must provide a detailed account of (1) realistic scientific problems and their solutions; (2) problem-solving strategies and patterns of reasoning of disciplinary experts; (3) the various ways that theories function for both disciplinary experts and students; and (4) the way theories, as solutions to realistic scientific problems, develop over time. The purpose of this paper, therefore, is to provide further specificity regarding a philosophical reconstruction of the structure of Classical Genetics Theory that can facilitate problem-solving instruction. We analyze syntactic, semantic and problem-based accounts of theory structure with respect to the above criteria and develop a reconstruction that incorporates elements from the latter two. We then describe how that reconstruction can facilitate realistic problem solving on the part of students. 相似文献
19.
“Success stories,” i.e., cases in which mathematical problems posed in a controlled setting are perceived by the problem posers or other individuals as interesting, cognitively demanding, or surprising, are essential for understanding the nature of problem posing. This paper analyzes two success stories that occurred with individuals of different mathematical backgrounds and experience in the context of a problem-posing task known from past research as the Billiard Task. The analysis focuses on understanding the ways the participants develop their initial ideas into problems they evaluate as interesting ones. Three common traits were inferred from the participants' problem-posing actions, despite individual differences. First, the participants relied on particular sets of prototypical problems, but strived to make new problems not too similar to the prototypes. Second, exploration and problem solving were involved in posing the most interesting problems. Third, the participants' problem posing involved similar stages: warming-up, searching for an interesting mathematical phenomenon, hiding the problem-posing process in the problem's formulation, and reviewing. The paper concludes with remarks about possible implications of the findings for research and practice. 相似文献
20.
Irena Trzcieniecka-Schneider 《Educational Studies in Mathematics》1993,24(3):257-264
The author tries to show some causes of failures in the creation of mathematical concepts. One of them is stiffening of concept cores. It makes impossible identification of untypical exemplars of a given concept and solving untypical problems. Moreover, it causes a hiatus between two distinct concept systems — a natural system of everyday concepts and a system of categorial concepts. The last ones are verbalized in a special pseudo-scientific language and used only in school situations. The hiatus makes impossible mathematization of everyday examples as well as interpretation and understanding of mathematical concepts. 相似文献