The concept of an algorithm derives from the physical sciences, but it has often been misunderstood and misapplied in the social sciences and in education. The theoretical and practical significance of algorithms stems from their applicability to problems of learning, instruction, and instructional design, and they may potentially provide the…

An experimental curriculum providing for participation of art students in urban planning was tested in New York City eighth grade classes. An analysis of the conceptual material embodied in the social studies was translated into parallel concepts consistent with art theory and reinforced by contemporary urban design theory. This produced a…

This presentation, by an invited speaker at the 46th annual meeting of the National Association for Research in Science Teaching, describes simulation techniques used in the medical education program at the University of Illinois. Medical students interact with simulated patients and acquire problem-solving competencies for use in working with…

In recent studies, several structural variables have accounted for a good portion of the score variances on verbal problem solving tests. This study investigated changes in the variance accounted by structural variables on problem solving tests when subjects were given instruction to overcome the structural variable influence. Effects on subjects'…

An introduction for teachers to Tools for Change, a new course in problem-solving, is provided by this sourcebook. The major assumptions and rationale underlying the course are explained and the most significant concepts involved--such as heuristics and problem-solving--are scrutinized. Examples of problems and process-oriented problem-solving are…

A study on the applicability of Snyder's 1968 prototheory of instructional efficiency to a complex problem-solving situation was made, using 120 sixth grade students of three geographically separated Pennsylvania schools in 1972. Four task groups, 30 subjects (Ss) each, were formed by randomly assigning four task arrangements to Ss in answering a…

The educational philosophy of John Dewey has often been misunderstood and misapplied. Dewey and his followers sought a way to provide the young with conditions essential to thinking. For all practical purposes, they considered reflective thinking and problem solving one and the same. Consequently, a method of teaching was devised which was based…

The purpose of the study was to see if systematic instruction in terms of a multi-experience approach improved verbal problem solving ability, to determine what differences resulted when concrete experiences were not used, and to ascertain the effects of delayed recall on the two different methods. A sample of 15 groups of six fourth-grade…

Using mathematics as an example, the nature of the confusion between "knowledge" and "coming to know" is elucidated. The range of curriculum choices available to structuralists once the distinction is clarified is larger, and teaching a body of knowledge and teaching by discovery are compatible. (Author/MLF)

The case for integrating the problem-solving approach to learning with traditional explanatory and demonstrative approaches, but not replacing them, when teaching biology is presented. (ND)

An approach to solving many linear programming problems, using only arithmetical thinking in conjunction with the usual diagram, is given. (MN)

Investigates the effects of an advance organizer lesson, presenting high-order science concepts and an elementary problem solving strategy for determining causal relations on children's use of operations of exclusion (as defined by Inhelder and Piaget, 1958). Results suggest that acceptable solutions to problems requiring the operations of…

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

Suggestions for improving problem-solving skills of first-grade students are made after the results of five studies of addition and subtraction story problems are presented. (JT)

Discusses different roles the problem statement can play in inquiry and some resulting classroom implications. (SL)