Discusses problem-solving and reasoning strategies. Discusses the think aloud process and teacher-guided reasoning process which have been used in many curriculum areas. (MG)

Proposes the notion of intelligent tutoring systems (ITS) as design in order to engage ITS development with more rigor. Topics include engineering design versus ITS design; systems approach; design as problem solving; a hierarchy of paradigms; the emergence of an agent-theoretic approach; and the need for an ITS design notation. (Author/LRW)

Presents an activity that demonstrates to students that, when they use the Big6 information problem-solving process, it does not have to be in linear order. The students' own problem-solving process is written down and then compared to the Big6 steps. (LRW)

Provides real-life examples of training disasters; offers tips for avoiding and recovering from them when they do occur. (JOW)

Studied the effectiveness of a self-monitoring method designed to help impulsive students overcome their unwillingness to self-monitor. Results with 121 graduate students show that self-monitoring helps in learning the heuristics of solving mathematical problems and that self-monitoring is more helpful for impulsive students. (SLD)

Discusses how to train teams in problem-solving skills. Topics include team training, the use of technology, instructional strategies, simulations and training, theoretical framework, and an event-based approach for training teams to perform in naturalistic environments. Contains 68 references. (Author/LRW)

Discusses three identifiable problem areas and teaching techniques that improve student performance regarding truss reactions and truss forces. Problems are as follows: (1) students fail to identify proper number of reaction forces; (2) students fail to consider applied and reactive forces; and (3) students fail to recognize where to cut the…

Investigates teachers' preferences for a collaborative versus an expert consultation approach. Teachers viewed and responded to videotaped scenarios in which a consultee presented a request to a consultant. Analyses yielded a main effect for type of teacher request and consultant response. (MKA)

Points out the problem solving approach differences between experts and beginners' tactics. Recommends introducing new concepts into instruction to induce disequilibrium and force students to make new explanations. Uses chemical equilibrium as an example to explain the metaphor. (YDS)

Interviews with 80 practitioners and 372 survey responses were used to examine the professional approach to problem solving. Although specialist knowledge is important, improvisation is a key factor. Professional practice appears to be a combination of applied knowledge and reflection. (SK)

Considers meaningful learning as the prime goal of education. Discusses characteristics of meaningful learning, including active, constructive, cumulative, goal oriented, and self-regulated; memory and organization of knowledge; problem solving ability; and models of instruction and learning theories, including novice versus expert. (LRW)

Discusses problem solving and why employees need to be trained and educated to solve problems. Highlights include domain knowledge and its role in problem solving; instructional design issues; types of problems; discrete problems versus metaproblems; and the need to prescribe instructional design processes for each type of problem. (LRW)

Offers a simple classification of problems and seeks to explore the many factors that may be important in the successful solving of problems. Considers the place of procedures and algorithms. Solving open-ended problems is extremely important in education and offering learners experience with this in a group work context is a helpful way forward.…

Characteristics of virtual enterprises (client oriented, temporary working organizations that dissolve after solving specific problems, extensive technological applications) can be applied to vocational training. Virtual learning centers can provide web-based training intraorganizationally and interorganizationally via intranets and extranets. (SK)

Sheds light on the state of teaching problem solving in technology education and offers suggestions for enhancement. Suggests that teachers need to become aware of the natural process of solving problems so that students can be taught to use their natural thinking skills. (Author/JOW)