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Can Problem-Solving Skills Be Taught?<br />교육공학과 07 정여빈 / 홍성호<br />

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An important goal of <br />most educational institutions?<br />The improvement of the human mind<br />What does it mean to <br />Improve someone’s mind?<br />

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Being able to create a<br />novel solution<br />Being able to figure out <br />an effective solution<br />

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The educational goal of improving human minds<br />Whether problem skills<br /> can be taught.<br />

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To design aninstructional program?<br />

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Oneability <br />versus <br />Many cognitive skills<br />What <br />To<br />Teach <br />

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Such as how fast your brain worked<br />But his tests failed to correlate with any practical measures of intellctual ability by Sternberg.<br />or<br />Such as how sensitive your mind was to small differences<br />Francis Galton said that “intellectual functioning depended on a single mental ability.<br />

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It is formed by the combination of all the minor functions<br />Unlike Galton’s tests, Binet’s tests did correlate with school success.<br />Mental orthopedics<br />Binet propose that intellectual ability depended on many smaller skills <br />

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Where<br />To<br />Teach<br />Looking for Intelligenceas<br />Specific<br />General<br />or<br />

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If intelligence is general,<br />Tests measuring the same skiil should correlate with one another.<br />Spearman’s g-factors and s-factors<br />Thurstone’sseven primary mental abilities<br />

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Novice vs Expert<br />Therefore teach within <br />Specific Domains<br />

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Process<br />versus <br />Product<br />How<br />To<br />Teach<br />

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The thought process that<br />A person engages in<br />Whether the student <br />Produced the correct<br />answer<br />Focus on the <br />problem-solving process! <br />

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Senseless memorizing<br />Teach Higher-Order skills early rather than late!<br />Prior automatization theory<br />When<br />To<br />Teach<br />versus<br />Constraint removal theory<br />scaffolding<br />

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Teaching by Fostering<br /> Problem-Solving Strategies사례<br />

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Productive<br />Thinking<br />Program<br />

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Productive<br />Thinking<br />Program<br />

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Productive<br />Thinking<br />Program<br />Background<br />During the 1960s<br /><ul><li> Several large-scale curriculum development efforts were carried out,</li></ul> including projects that“ how to think ”<br />Descripition<br />The Program<br />- Consists of 15 cartoonlike booklets, each about 30 pages in length.<br />- “Restating the problem in his own word”<br />- “Formulating his own questions”<br />- “Generating ideas to explain the mystery”<br />The Following Strategies<br /><ul><li> Keep an open mind. Don’t jump to conclusions about the answer to a problem

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Think of many new idea for solving a problem. Don’t stop with just a few

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Try to think of unusual ideas.

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As you search for ideas, let your mind freely explore things around you.

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If you get stuck on a problem, keep trying. Don’t be discouraged.

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Be on the lookout for odd or puzzling factsin a problem.</li></li></ul><li>Productive<br />Thinking<br />Program<br />Evaluation<br />For example<br /><ul><li> Olton and Crutchfield(1969) gave training in this to 25 fifth graders, </li></ul> While an equal number of fifth graders received no training.<br />

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Novel solution-creator<br />Effective problem-solver<br />Needs to do more than simply remember an answer.<br />To be able to figure out an appropriate solution.<br />

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Effective<br />Problem<br />solver<br />Question<br />Q1. 요리를 잘하는 순명이는 오랜만에 집에 놀러 온 여빈이를 위해 <br />피자를 직접 만들어 주려고 한다. 그래서 순명이는 피자반죽에 치즈를 <br />넣고 나서냉장고에 있는 토핑 재료를 보았더니 다음과 같이 있었다.<br />그렇다면, 순명이가 다음 재료로 만들 수 있는 피자의 종류는 <br />총 몇 가지 인가?<br /> [냉장고 안 - 양파, 소시지, 버섯, 베이컨] <br />

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Novel<br />Solution<br />creator<br />Question<br />Q2. 종후가 버스를 탔다. 버스에 있는 승객은 종후를 제외 총 9명이었다.<br /> 27살 아가씨, 19살의 여고생, 22살의 군인, 69살/72살의 노부부, <br />시각장애인과 청각장애인 각각 2명이 승객이 있었다.<br /> 종후는 잠깐 잠이 들었고 다시 잠에서 깨어났을 때,<br />종후는 혼잣말로 '버스 안에 공짜로 탄 사람이 절반이나 되네.'라는 <br />말을 했다. 그렇다면 버스 안에는 총 몇 명의 승객이 남은 건가?<br />(단, 종후의 나이는 23살이다.)<br />

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Q & A<br />

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Thank you! <br />이번 학기 동안 수고하셨습니다♡<br />