Problem Solving VS. Problem Formulating: Educational Implications of the Trinity Paradigm of Intelligence

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer (1945) and Duncker (1935). Firstly, these specific features are dealt with and their educational implications compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding.

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The Effects of Distractible Child Behavior on Adults in a Problem-Solving Setting

Learning Disability Quarterly ◽

10.2307/1510573 ◽

1982 ◽

Vol 5 (2) ◽

pp. 126-132 ◽

Cited By ~ 5

Author(s):

Susan Osborne Ianna ◽

Daniel Hallahan ◽

Richard Q. Bell

Keyword(s):

Special Education ◽

Multivariate Analysis ◽

Problem Solving ◽

Child Behavior ◽

Analysis Of Variance ◽

The Other ◽

Multivariate Analysis Of Variance ◽

Skill Levels ◽

Adult Behavior ◽

Educational Implications

Twenty-four women enrolled in undergraduate special education classes interacted with a child confederate while solving three tasks in one of two conditions. In one condition, the child exhibited distractible behavior; in the other the child exhibited similar skill levels but remained on task. Based on videotapes of the sessions, eleven categories of adult behavior and five categories of child behavior were coded. Analysis of the data using multivariate analysis of variance techniques supported the hypothesis that adults respond differently to particular characteristics of child behavior. Adults interacting with the confederate in the distractible condition made significantly more demands on the child's attention, provided more instruction, and more often asked the child about his performance and the demands of the task. Educational implications of the effects of child behavior on adults are discussed.

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Educational Implications of Dyscalculia

The Arithmetic Teacher ◽

10.5951/at.26.7.0042 ◽

1979 ◽

Vol 26 (7) ◽

pp. 42-46

Author(s):

Paul F. Flinter

Keyword(s):

Problem Solving ◽

Teaching Methods ◽

Learning Experience ◽

Language Disorders ◽

First Year ◽

Reading Problems ◽

Numerical Classification ◽

Time Operation ◽

Educational Implications ◽

The Individual

One of a child's finest attainments in his learning experience is the concept of number—ideas of quantity, weight, time. operation, numerical classification and problem solving. These principles begin early and develop as the individual grows. According to Gessell and Amatruda (1947) generalizations are made as early as in the first year with manipulations of various objects. Piaget (1953) observed acquisition of number concepts through a series of sequential levels depending upon the individual's readiness. A majority of children will acquire understanding of number and will encounter little difficulty. However, some will fail because of language disorders, faulty teaching methods, reading problems, or disturbances of qualitative thinking (Johnson and Myklebust 1967).

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Cognitive Style, Operativity, and Mathematics Achievement

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.14.5.0344 ◽

1983 ◽

Vol 14 (5) ◽

pp. 344-353

Author(s):

James J. Roberge ◽

Barbara K. Flexer

Keyword(s):

Problem Solving ◽

Mathematics Achievement ◽

Propositional Logic ◽

Eighth Graders ◽

Field Independent ◽

Field Dependent ◽

Educational Implications ◽

Concrete Operational ◽

And Mathematics ◽

Operational Development

Previous investigations of the effects of field dependence-independence or the level of operational development on the mathematics achievement of children in the lower elementary school grades have involved the administration of concrete operational tasks (e.g., classification, conservation, and seriation). The present study was designed to examine the influence of these factors on the mathematics achievement of sixth, seventh, and eighth graders by using formal operational tasks (i.e., combinations, propositional logic, and proportionality). Results were analyzed using total mathematics achievement test scores as well as scores on subtests of computation, concepts, and problem solving. Field-independent students scored significantly higher than field-dependent students on the total mathematics, concepts, and problem-solving tests. High-operational students scored significantly higher than their low-operational peers on all tests. Educational implications of the findings are discussed.

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Effects of Instructions and Representation on Mathematical Problem-Solving

Psychological Reports ◽

10.2466/pr0.2003.93.2.603 ◽

2003 ◽

Vol 93 (2) ◽

pp. 603-609

Author(s):

Naoko Kuriyama ◽

Kimihiko Yamagishi ◽

Takashi Kusumi

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Control Group ◽

Treatment Groups ◽

Instruction Group ◽

Educational Implications ◽

Permutation Problem ◽

Task Representations

We investigated whether specific instructions have different representations for target problems, and hence whether task representations mostly affect the direction of typical errors in permutation problem-solving. We hypothesized that different instructions produce specific representations of a permutation problem in an identical description. The 39 participants were randomly assigned to the three groups: the equation instruction group, the subgoal instruction group, and the control group. Results confirmed our prediction that the treatment groups solved the problem more correcdy than the control group. More importantly, a subgoal instruction (a set of steps in a meaningful task) decreased the typical mistakes. Educational implications are discussed.

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Observations of Problem-Solving by Engineering Students

Australian Journal of Education ◽

10.1177/000494417401800206 ◽

1974 ◽

Vol 18 (2) ◽

pp. 172-183 ◽

Cited By ~ 4

Author(s):

W. P. Lewis

Keyword(s):

Problem Solving ◽

Engineering Design ◽

Empirical Research ◽

Engineering Students ◽

Student Response ◽

Tertiary Level ◽

Problem Solving Skills ◽

Educational Implications ◽

The University ◽

Academic Record

The educational objectives of professional courses at tertiary level are usually stated in terms of (a) imparting knowledge and (b) developing problem-solving skills. In engineering, however, little empirical research has been undertaken into the problem-solving skills of either students or professionals. The paper examines the responses of second and third year engineering students in the University of Melbourne to a number of open-ended exercises which tap problem-solving skills in engineering design. The results show two major features of interest. First, an extremely wide variety of student response was observed, and secondly, there was little correlation between the students' problem-solving skills and their academic record. The educational implications of these findings are discussed.

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