Explicit Heuristic Training as a Variable in Problem-Solving Performance

1979 ◽  
Vol 10 (3) ◽  
pp. 173-187 ◽  
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.

Calculators and Instruction in Problem Solving in Grade 7

1987 ◽  
Vol 18 (3) ◽  
pp. 215-229
Author(s):  
Walter Szetela ◽  
Doug Super
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Control Group ◽  
Seventh Grade ◽  
Special Training ◽  
School Year ◽  
Degree Of Satisfaction ◽  
Problem Solving Strategies ◽  
High Degree ◽  
Better Than

For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly (p<.05) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

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.

scholarly journals Transmission Chains or Independent Solvers? A Comparative Study of Two Collective Problem-Solving Methods

2019 ◽  
Author(s):  
Kyanoush Seyed Yahosseini ◽  
Mehdi Moussaïd
Keyword(s):  
Problem Solving ◽  
Comparative Study ◽  
Numerical Simulations ◽  
The Other ◽  
Information Flows ◽  
Key Factors ◽  
Individual Contributions ◽  
Group Members ◽  
Problem Solvers ◽  
The Impact

AbstractGroups can be very successful problem-solvers. This collective achievement crucially depends on how the group is structured, that is, how information flows between members and how individual contributions are merged. Numerous methods have been proposed, which can be divided into two major categories: those that involve an exchange of information between the group members, and those that do not. Here we compare two instances of such methods for solving complex problems: (1) transmission chains, where individuals tackle the problem one after the other, each one building on the solution of the predecessor and (2) groups of independent solvers, where individuals tackle the problem independently, and the best solution found in the group is selected afterwards.By means of numerical simulations and experimental observations, we show that the best performing method is determined by the interplay between two key factors: the skills of the individuals and the difficulty of the problem. We find that transmission chains are superior either when the problem is rather easy, or when the group is composed of rather unskilled individuals. On the contrary, groups of independent solvers are preferable for harder problems or for groups of rather skillful individuals. Finally, we deepen the comparison by studying the impact of the group size and diversity. Our research stresses that efficient collective problem-solving requires a good matching between the nature of the problem and the structure of the group.

The impact of leaders' cognitive style and creativity on organizational problem-solving

2020 ◽  
Vol 27 (8) ◽  
pp. 2261-2281
Author(s):  
Surajit Saha ◽  
R.R.K. Sharma
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
The Other ◽  
Diverse Range ◽  
Content Type ◽  
Other Hand ◽  
Closed Type ◽  
Organizational Problem ◽  
The Impact ◽  
Organizational Problems

PurposeExtensive research has been done to measure the effect of personality and cognitive styles on creativity. However, an in-depth study is required to identify the impact of cognitive style and creativity on organizational problem-solving. The objective of this paper is to look into this lacuna and study the effect of cognitive style and creativity of leaders on their organizational problem-solving.Design/methodology/approachThe study uses a survey-based design. Data have been collected from 90 middle and senior-level managers from a diverse range of industries. The authors assessed their proposed hypotheses by conducting statistical analysis using SPSS and SmartPLS.FindingsThe results of the study reveal that leaders, who've scored high on intuition feeling (NF) cognitive style and proactive creativity, are suitable for solving open type of organizational problems. On the other hand, NF type of leaders with “contributory creativity” are ideal for solving closed type of organizational problems. Further, leaders scoring high on intuition thinking (NT) and proactive creativity are suitable for solving open types of organizational problems. Interestingly, the combination of NT with expected creativity is not suitable for closed type of organizational problems. On the other hand, a leader scoring high on sensing thinking (ST) cognitive style is more prone to perform contributory creativity.Practical implicationsThe study would help the human resource (HR) planning processes of an organization. It would assist HR professionals while recruiting, selecting or deploying employees for creative works within an organization. Therefore, the paper would be useful for HR managers, personnel, management development specialists, consultants and HR academicians.Originality/valueThe relationship among cognitive style, creativity and problem type has not been adequately explored in extant literature on leadership and organizational development. This study would thereby enrich the literature.

Promoting Peace through Democratizing Schools on Gandhian Vision

2016 ◽  
pp. 212-227
Author(s):  
Abdul Gafoor K. ◽  
Mini Narayanan
Keyword(s):  
Problem Solving ◽  
Peace Education ◽  
Classroom Practices ◽  
The Self ◽  
The Other ◽  
Discussion Forums ◽  
Student Centered ◽  
Human Relationships ◽  
Unity In Diversity ◽  
Problem Solving Strategies

The more one realizes about himself, the more he appreciates about the other. The need of having a harmonious mind and life with the nature through an education powered by peace and non-violence is stressed in this chapter. An attempt is made to advocate ways to prepare children in accomplishing peace through instructional principles implied by Gandhian philosophy. Classroom practices proposed herein embrace peace education strategies to develop tolerance in children for the survival in the global society. It also deals with the classroom practices that can be designed to find the “self” in a child to make him self-sufficient, natural and complete. A student-centered approach, which comprises strategies like collaborative learning, cooperative learning, discussion forums, and problem solving strategies not only strengthens the human relationships but also creates a sense of unity in diversity.

The Teaching of Heuristic Problem-Solving Strategies in Elementary Calculus

1974 ◽  
Vol 5 (1) ◽  
pp. 36-46
Author(s):  
John F. Lucas
Keyword(s):  
Problem Solving ◽  
Solution Process ◽  
Problem Solver ◽  
Thought Processes ◽  
Heuristic Strategies ◽  
Efficient Performance ◽  
Elementary Calculus ◽  
Problem Solving Strategies ◽  
Human Problem ◽  
Heuristic Problem Solving

Research in the area of computer simulation of human thought processes indicates that the solution of every problem involves the element of search in a space of many alternatives (Newell, Shaw, & Simon, 1958). For human problem solving, the space may conceivably include infinitely many alternatives; however, humans appear to exhibit more efficient performance than exhaustive scanning or purely random trial and error. Human problem solving is characterized by heuristic strategies. These higher-order processes (heuristics) guide the search, enabling the problem solver to select from a reduced set of alternatives and to order his solution process in a sequence of steps; they are tentative rules of thumb that are based on experience or plausible assumptions and that apply generally to problems (Pylyshyn, 1963).

scholarly journals Heuristic: Its Influence to the Mathematics Anxiety and Coping Mechanism

2015 ◽  
Vol 2 ◽  
pp. 192-199
Author(s):  
Ma. Aletha V. Hobilla ◽  
Belinda M. Go
Keyword(s):  
Problem Solving ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Coping Mechanisms ◽  
Rank Test ◽  
Coping Mechanism ◽  
Heuristic Strategies ◽  
Significant Difference ◽  
Before And After ◽  
Problem Solving Strategies

This is a quantitative-qualitative study that aims to determine the influence of heuristic or problem-solving strategies (PS) to the mathematics anxiety of 97 or 87% of the Bachelor of Elementary Education (BEEd) second-year students of Western Visayas College of Science and Technology enrolled in the subject Problem Solving during the second semester, SY 2014-2015. It also aims to find out the coping mechanisms and perceived causes of mathematics anxiety of the participants. For the quantitative data, a one-group pretest-posttest design was used. The Mathematics Anxiety-Apprehension Survey (MAAS) was administered before the start of the intervention and at the end of the intervention. For the qualitative data, the participants were asked to write a journal on the perceived causes of their math anxiety and their coping mechanism. Personal interviews were conducted to participants with high math anxiety regarding their coping mechanisms. The statistical tools used were the mean, standard deviation, Wilcoxon Signed Rank test, and Kruskal-Wallis Test. The test in the hypothesis was set at .05 alpha level. Results showed that, as an entire group, and when grouped according to sections, the participants have “moderate” mathematics anxiety. Likewise, the participants have “moderate” mathematics anxiety before and after learning heuristic strategies. There is no significant difference in the level of mathematics anxiety when the participants were grouped according to sections and before and after learning heuristic strategies. The perceived causes of mathematics anxiety of the participants were mostly attributed to their bad experience with their teachers in basic education such as “terror” teachers, physical or verbal punishment, as well as time pressure during math examinations/quizzes. Another identified factor was the quality of teaching like teachers spoke too fast or spoke with a low voice. Some of the common coping mechanisms of the participants were “studying harder”, “utilizing problem-solving strategies or heuristics”, “ asking help from peers”, “listening attentively during class “, and “developing positive attitude” in mathematics.

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