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Problem-Solving
Theories of problem-solving are dominated by the work of Newell & Simon on GPS (General Problem Solver) . This work established the information processing paradigm for the study of problem-solving and the concepts of “means-ends-analysis” and “problem space”. According to the GPS framework, problem-solving involves the identification of subgoals and the use of methods (especially heuristics) to satisfy the subgoals.
The Gestalt psychologist Wertheimer also conducted research on problem-solving and emphasized the importance of understanding the structure (i.e., the relationship among parts) of the problem. In his lateral thinking theory, DeBono stressed the importance of looking at a problem with a fresh perspective.
Schoenfeld presents a theory of problem-solving in mathematics that involves four aspects: resources, heuristics, control, and beliefs. Although this framework was specifically developed for mathematical problem-solving, it seems more generally applicable. Bransford et al. present a problem-solving approach to the use of hypermedia in their anchored instructional theory.
Problem-solving skills appear to be related to many other aspects of cognition (Frederiksen, 1984) such as schema (the ability to remember similar problems), pattern recognition (recognizing familiar problem elements) and creativity (developing new solutions). The issue of transfer is highly relevant to problem solving. A good summary of problem-solving research as it applies to instruction is provided by Tuma & Rief (1980). Problem-solving skills are fundamental to many professional domains such as engineering or medicine .
- Frederiksen, N. (1984). Implications of cognitive theory for instruction in problem solving. Review of Educational Research, 54 (3), 363-407.
- Tuma, D. & Reif, F. (1980). Problem Solving and Education. Hillsdale, NJ: Erlbaum.
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Feb 1, 2015 · The OECD publication in 2004 on problem-solving for tomorrow's world, discussed issues related to the definition of problem-solving competence as the ability of individuals to use cognitive skills ...
Feb 12, 2015 · In publication OECD (Problem Solving for Tomorrow’s World, 2004) based on researches of the scientific publications is the term defined: the competency to solve the problem is an ability of the individual to use the cognitive skills for understanding of the problematic situations and its resolution in case when no obvious way of solution ...
teaches theory but not practice. Problem solving connects theory and practice. In a sense this element is the same as the definitions of problem solving and transfer, only it specifically relates to applying abstract sch olkn wedge t concretereal rldexperiences rul ik&Rudnck,1980). Problem Solving Teaches Creativity
This theory is distinguishedfrom other problem-solving theories in its effort to account for conditions leading to awareness of problems and in its emphasis on generic problem-solving processes rather than on the effectiveness of problem-solving outcomes. Research and theory about human problem solving have a long and circuitous history.
Problem Solving as of 1985 – a retrospective view . In theoretical terms, what . MPS . offered in 1985 was a . framework. for the analysis of the success of failure problem solving attempts, in mathematics and hypothetically in all problem solving domains. “Problem solving” at its most general was defined as trying
problem solving proposed in the preceding chapters. Janet E. Davidson is Associate Professor of Psychology at Lewis & Clark College. She conducts research on several aspects of problem solving, including the roles that insight and metacognitive skills play in problem solving. Robert J. Sternberg is IBM Professor of Psychology and Education at
problem-solving process while it is ongoing, and (8) evaluating the solu-tion to the problem after problem solving is completed. In this theoretical context, the processes of problem recognition, definition, and representa-tion correspond to the first, second, and fourth metacomponents, which are used in the planning phase of problem solving.
Mar 11, 2013 · The major cognitive processes in problem solving are representing, planning, executing, and monitoring. The major kinds of knowledge required for problem solving are facts, concepts, procedures, strategies, and beliefs. Classic theoretical approaches to the study of problem solving are associationism, Gestalt, and information processing.
Nov 30, 2018 · Although this framework was specifically developed for mathematical problem-solving, it seems more generally applicable. Bransford et al. present a problem-solving approach to the use of hypermedia in their anchored instructional theory. Problem-solving skills appear to be related to many other aspects of cognition (Frederiksen, 1984) such as ...
Sep 1, 1993 · In this paper we develop a formal, testable theory of problem-solving behavior with special relevance to individuals and small groups. The theory is consistent with principles drawn from operant behavior and social exchange theories but also incorporates elements of cognitive psychology. Problem solving is defined as a nonroutine activity oriented toward changing an undersirable state of ...