Search results for: Problem solving
Page 3/4 33 items
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. This article describes a prospective, mixed-method study conducted in the United States. 34 teachers participated in the study and were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills.
Updated: Aug. 15, 2010
This article suggests that the ability to satisfice – that is, develop temporary but sufficient solutions – enables teachers to survive the early years of practice. However, it appears that, paradoxically, satisficing is one of the skills that is developed with experience. As the authors demonstrate, veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice.
Updated: Aug. 03, 2010
This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare.
Updated: May. 09, 2010
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Updated: Jan. 26, 2009
The present study aimed to examine pre-service and in-service teachers' metacognitive knowledge about the frequency, efficacy, and facility of applying different problem-solving strategies in different kind of problems. This study based on the methodology presented in the research of Antonietti, A., Ignazi, S., & Perego, P. (2000). A sample of 338 in-service teachers (172) and pre-service teachers (166) participated in the study. The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods.
Updated: Jan. 07, 2009
New methods are replacing or complementing traditional lectures at higher education. These are problem-based learning, group work, project work and fieldwork. The purpose of the research was that the teacher learned doing research, and can learn about group process and how they can be established and maintained.
Updated: Nov. 19, 2008
The article explores small-group problem-based learning (PBL), which has been a widely embraced method of study of in many levels of education. The author looks at complex adaptive system (CAS) and tries to compare them to small-group problem-based systems, and implications for health professions education are discussed.
Updated: Jun. 19, 2008
Researchers have examined inductive reasoning to identify different cognitive processes when participants deal with inductive problems. This article presents a prescriptive theory of inductive reasoning that identifies cognitive processing using a procedural strategy for making comparisons.
Updated: Apr. 07, 2008
Reciprocal peer coaching provides teachers with experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. This article studies the learning process of teachers who took part in reciprocal peer coaching using the Model of Teacher Professional Growth as an analytical tool and describes the underlying principles of the model.
Updated: Mar. 04, 2008
Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced Learning
This study investigated the effect of two problem-solving techniques: (a) free-association with a direct reference to the problem, called shortly direct, and (b) free-association with a remote and postponed reference to the problem, called remote, on fluency and originality of ideas in solving ill-structured problems. The research design controlled for possible effects of cognitive style for problem-solving—adaptor versus innovator.
Updated: Feb. 10, 2008