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Teaching Problem Solving: An Instructional Design Strategy

John A. Ross and Florence J. Maynes
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 8, No. 2 (1983), pp. 155-173
DOI: 10.2307/1494724
Stable URL: http://www.jstor.org/stable/1494724
Page Count: 19
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Teaching Problem Solving: An Instructional Design Strategy
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Abstract

This article provides an outline of an instructional design strategy for improving problem-solving performance in a variety of domains. The strategy emerges from a series of instructional improvement projects undertaken collaboratively by a small team of academics and groups of practicing teachers in eastern Ontario. These projects were stimulated by recent developments in cognitive psychology. The strategy entails the selection of an appropriate domain of problem-solving tasks, the construction of learning hierarchies, the design of teaching methods, the assembly of learning materials, the design of teacher training and the evaluation of instructional interventions. Obstacles to be overcome and directions for future research are identified. /// Cet article donne un aperçu d'une stratégie de planification pédagogique visant l'amélioration de la capacité de solution de problèmes dans des domaines variés. Cette stratégie a été mise au point dans le cadre d'une série de projets d'amélioration pédagogique entrepris en collaboration par une petite équipe d'universitaires et des groupes d'enseignants en exercice de l'est de l'Ontario. Les découvertes récentes de la psychologie cognitive ont stimulé l'élaboration de ces projets. La stratégie comporte le choix d'un ensemble approprié de tâches de solution de problèmes, l'élaboration d'hiérarchies d'apprentissages, la création de méthodes d'enseignement, le recueil du matériel d'apprentissage, la planification de l'entraînement des enseignants et l'évaluation des interventions pédagogiques. Les obstacles à surmonter sont identifiés et des orientations pour des recherches futures sont suggérées.

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