Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

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Explicit Heuristic Training as a Variable in Problem-Solving Performance

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.10.3.0173 ◽

1979 ◽

Vol 10 (3) ◽

pp. 173-187 ◽

Cited By ~ 3

Author(s):

Alan H. Schoenfeld

Keyword(s):

Problem Solving ◽

Explicit Instruction ◽

The Other ◽

Heuristic Strategies ◽

Problem Solving Strategies ◽

The Impact

This experiment examined the impact that explicit instruction in heuristic strategies, above and beyond problem-solving experience, has on students' problem-solving performance. Two groups of students received training in problem solving, spent the same amount of time working on the same problems, and saw identical problem solutions. But half the students were given a list of five problem-solving strategies and were shown explicitly how the strategies were used. The heuristics group significantly outperformed the other students on posttest problems that were similar to, but not isomorphic to, those used in the problem sets. This lends credence to the idea that explicit instruction in heuristics makes a difference--an idea further supported by the transcripts of students solving the problems out loud.

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Explicit Instruction in Mathematics Problem Solving

The Journal of Educational Research ◽

10.1080/00220671.1984.10885555 ◽

1984 ◽

Vol 77 (6) ◽

pp. 351-359 ◽

Cited By ~ 27

Author(s):

Craig Darch ◽

Doug Gerten ◽

Russell Gersten

Keyword(s):

Problem Solving ◽

Explicit Instruction ◽

Mathematics Problem Solving ◽

Mathematics Problem

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Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving

The Journal for Transdisciplinary Research in Southern Africa ◽

10.4102/td.v10i1.19 ◽

2014 ◽

Vol 10 (1) ◽

Cited By ~ 2

Author(s):

Irene Govender ◽

Desmond W Govender ◽

Marietjie Havenga ◽

Elsa Mentz ◽

Betty Breed ◽

...

Keyword(s):

Problem Solving ◽

Secondary Schools ◽

Self Efficacy ◽

Explicit Instruction ◽

Perceptions And Attitudes ◽

Before And After ◽

Teaching Problem ◽

Problem Solving Strategy ◽

Solving Strategy

The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program.

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