Literaturnachweis - Detailanzeige
| Autor/inn/en | Frank, David V.; Herron, J. Dudley |
|---|---|
| Titel | The Effect of a Problem-Solving Teaching Method on Student Problem-Solving Processes. |
| Quelle | (1985), (24 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Chemistry; College Science; Conventional Instruction; Heuristics; Higher Education; Problem Solving; Science Education; Science Instruction; Teaching Methods |
| Abstract | A problem-solving method of teaching was used in the recitation sections of a freshmen chemistry course for science and engineering majors at Purdue University. The method was based on prior research which revealed that good problem solvers formed better representations and used heuristics more often than poor problem solvers. Consequently, the use of heuristics (such as working backwards and trial and error methodology) was stressed throughout, as was the use of three different modes for representing (understanding) the problems, namely, the macroscopic, microscopic, and symbolic levels. Furthermore, a three-phase approach to solving problems (planning the solution, solving the problem, and reviewing the solution) was also presented. Both this teaching method and a more traditional method were used by two different instructors. In the traditional sections, instructors primarily reviewed assigned problems at students' requests. Instructors using the experimental method not only covered assigned problems but also some new problems. During the last 2 weeks of the semester, selected students were given a series of five problems to solve out loud. Transcripts of these interviews, together with students' written work, served as the protocols which are currently being analyzed. (Author/JN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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