Distinguishes the values of quantitative increments and qualitative shifts with regard to problem solving. Subjects were 136 children ranging from 6 through 8 years and were presented with the standard 3-disc problem to resolve in 3 minutes. Results indicated that qualitative shifts in children's representation of problem space are a crucial…

Explores relationships among school students' (n=189) meaningful learning orientation, reasoning ability and acquisition of meaningful understandings of genetics topics, and ability to solve genetics problems. Results indicate that meaningful learning orientation best predicted students' understanding of genetics interrelationships while reasoning…

Describes some real-life problem situations and the mathematical applications used to solve the situations in order to promote an inquiring and problem-posing approach. (MKR)

States that one common goal of improving mathematics education is applicable for all. Bridges of understanding must be built by having students solve mathematical problems that go beyond performing simple arithmetic and simplifying algebraic equations. Students must take an active role in the learning process, and assessment should be used to…

Using a Vygotskian framework it is claimed that social practices influence mental functions, and thus vocational knowledge is shaped by history, community, and ontogeny. Key elements of practice are shaped by context, so there is no guarantee that transfer to another setting will occur. (SK)

Discusses how to use general semantics formulations to improve problem solving at home or at work--methods come from the areas of artificial intelligence/computer science, engineering, operations research, and psychology. (PA)

Discusses the value for administrators of guidance offered by (1) the tenets of poststructuralism; (2) the book "An Uncertain Glory: Letters of Cautious but Sound Advice to Stanley, a Dean-in-Waiting"; and (3) Machiavelli's "Il Principe." (NH)

Describes design technology, a process used to solve problems and extend human capabilities, used in a third-grade classroom to guide students in problem solving. Includes guidelines that helped the design technology concept work. (JOW)

Poses several questions about problem solving and provides six reasons that support how problem solving enhances the development of numeracy and mathematical thinking. (ASK)

Discusses training success and describes the inquiry process that provides an opportunity for developing problem-solving skills by learning to structure problems through effective questioning. Considers beneficial outcomes, including gathering and organizing information as part of an active social process; and provides an example of the inquiry…

Presents responses to the problem appearing in the March, 2000 issue on data and graph interpretation. (ASK)

Suggests that models and theories in physics exist for a particular phenomenon, and that these models could be organized to explain the entire physics domain. Describes the knowledge structures of experts, intermediates, and novices and compares the proportions of theory and model-based categories created by the subjects. Investigates the…

Investigates interactive processes among group partners and the relationship of these processes to problem-solving outcomes in two contrasting groups. Identifies three major contrastive dimensions in group interaction: (1) he mutuality of exchanges; (2) the achievement of joint attentional engagement; and (3) the alignment of group members' goals…

Explains Occam's razor which is a guiding principle in scientific methodology. Describes a genetics problem to demonstrate Occam's razor. (YDS)

Studied the efficiency of worked examples as a substitute for conventional practice problems in training both elderly (24 older adults in the Netherlands) and young adults (30 Dutch college students). As predicted, results show that for the elderly, the efficiency of studying worked examples is higher than the efficiency of solving conventional…