This study aimed to comparatively analyse the effects of problem-based learning model (PBLM) on cognitive outputs (CO). The study reviewed quasi-experimental studies on PBLM and CO, focusing on the cognitive outputs of thinking skills, problem-solving skill, and academic achievement. The quantitative data of these studies, comprising 56 articles…

Computational thinking (CT) is a set of cognitive skills that every child should acquire. K-12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery,…

The purpose of this study is to apply the attribute hierarchy method (AHM) to a sample of SAT algebra items administered in March 2005. The AHM is a psychometric method for classifying examinees' test item responses into a set of structured attribute patterns associated with different components from a cognitive model of task performance. An…

The relationship between working memory, intelligence and problem-solving is explored. Wittmann and Suss [Wittmann, W.W., & Suss, H.M. (1999). Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik symmetry. In P.L. Ackerman, R.D. Roberts (Ed.), "Learning and individual…

Provides new evidence for mathematical problem-solving abilities of preschool children. These problem-solving behaviors occurred in a study of sharing of discrete items by dealing, in which we examined the abilities of three categories of counters to solve a discrete redistribution problem. Identifies problem-solving strategies used in the context…

Investigates the effect that manipulation of the extent of formal reasoning required for solving chemistry problems has upon student performance, and presents a cognitive model for the qualitative analysis of that effect. Concludes that the developmental level of students is the most important predictor of problem-solving success given significant…

Students (n=105) enrolled in a college remedial mathematics course participated in a one-semester experiment to determine whether cooperative learning would help students increase their problem-solving skills in mathematics. Results indicated significant differences in favor of students using cooperative learning in solving word problems in…

Students in grades 7 (n=4), 9 (n=9), 10 (n=13), and 11 (n=12) were interviewed to compare the use of intuitive and taught methods of problem solving. Results indicate grade 9 students could efficiently use taught methods as well as intuitive methods, whereas grade 10 and 11 students reverted to basic problem-solving methods and were reluctant to…

This document provides specific examples of what is involved in applying intellectual criteria and standards to students' reasoning, focusing on elements of reasoning (EORs). The significance of reasoning having elements and the need for standards in assessing reasoning are described. The following are the EORs: (1) purpose, goal, or end in view…

This paper describes the development, implementation, and effects of new approaches to cognitive assessment within an undergraduate engineering course at the U.S. Air Force Academy. The course, ENGR 110, "Introduction to Engineering," was designed to be a problem-based learning environment in which cadets worked in teams to solve…

Examined relations between ratings of mother-child interactions in a problem-solving situation at school entry and academic achievement in grades 2, 3, and 4. Data on the child's cognitive and fine-motor ability and mother's education were also collected at school entry. Academic achievement was assessed with the Iowa Test of Basic Skills.…

Cognitive theory and research are relevant to vocational education. Three theoretical perspectives underlie cognitive theory-based curriculum and instruction: information processing, knowledge structure, and social history. A review of these perspectives in vocational curriculum and instruction suggests that instruction supporting higher-level…

Interpersonal Process Recall (IPR) is a technique in which audiotapes are used to evoke students' memories concerning their own thinking. Reports a study using IPR to probe elementary students' (n=17) thinking during a problem-solving situation. Concluded that IPR has potential in classroom research. (MDH)

Issues in the development of assessments of higher order thinking skills for college graduates are discussed in the order in which they were presented when this series of papers was commissioned. With regard to Issue 1, it is generally agreed that the development of these skills is a desirable goal, but there is little consensus on how they should…

This document provides a model for the national assessment of higher order thinking and consists of a preface and four main sections. The preface discusses the problem of lower order learning, summarizes the state of research into critical thinking and instructional reform, and explains the structure of the paper. Section 1 of the paper describes…