Argumentation, Critical Reasoning, and Problem Solving

2012 ◽  
pp. 13-33 ◽  
Author(s):  
J. Michael Spector ◽  
S. Won Park
Keyword(s):  
Problem Solving ◽  
Critical Reasoning

Teaching invented languages to the undergraduate major

2020 ◽  
pp. 107-124
Author(s):  
Angela C. Carpenter
Keyword(s):  
Problem Solving ◽  
Relative Clause ◽  
Peer To Peer ◽  
Linguistic Knowledge ◽  
Clause Structure ◽  
Original Source ◽  
Critical Reasoning ◽  
Undergraduate Major ◽  
Order Case ◽  
Source Materials

This chapter discusses how creating an invented language allows students to master critical reasoning skills and apply their linguistic knowledge to a creative language project by using the various strands of linguistic training they have received during their undergraduate years to produce their own invented language. The structure of the course, which includes weekly discussions and presentations, along with a grammar workshop that focuses on each of the elements needed to build the language, starting with phonetics and phonology and then continuing through various syntactic elements such as word order, case, and relative clause structure are detailed and discussed. Pedagogically, the course builds on four pillars: peer-to-peer learning, close and critical engagement with original source materials, problem-solving, and creative engagement with linguistic theory.

scholarly journals A model-based approach for assessment and motivation

2012 ◽  
Vol 9 (2) ◽  
pp. 893-915 ◽  
Author(s):  
Michael Spector ◽  
Chanmin Kim
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Conceptual Framework ◽  
Mental Models ◽  
Learning Environments ◽  
Mental Representations ◽  
Research Literature ◽  
Critical Reasoning ◽  
Key Aspects ◽  
Learning And Instruction

Representations support learning and instruction in many ways. Two key aspects of representations are discussed in this paper. First we briefly review the research literature about cognition and processing internal mental models. The emphasis is on the role that mental models play in critical reasoning and problem solving. We then present a theoretically-grounded rationale for taking internal mental representations into account when designing and implementing support for learning. The emphasis is on interaction with meaningful problems. Lastly, we present research that has led to a conceptual framework for integrating models into learning environments that includes technologies for formative assessment and motivation.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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