In a study of problem solving by primary students, the investigator found that the most important factor was teacher expectation. The conduct of the study is described, with some rationale and sample questioning sequences included. (SD)

When a person encounters a problem, the character, form, and content of his or her response provides psychologists with useful and interesting information about processes of challenge and their relationship to intellectual development. In essence, challenge is a developing relationship that is defined on the one hand by objective factors (a person…

The professional instructional designer frequently develops instruction for someone else--an outside client, another department of his or her organization, or colleagues who have content knowledge but lack specific instructional skills. The role of consultant poses unique hazards and opportunities, as it requires the use of relationship and…

From the Series "Social Studies Education: The Elementary School -- Focus on Inquiry.

Intended for employers concerned about problem solving and communication within their organization, this document outlines a strategy for developing an instrument that would provide objective data rather than impressionistic data. A questionnaire was designed to explore the relationship between the central constructs of problem solving and…

Comprehension of a problem or task that is generated in the real world rather than presented as a well-defined problem-statement of the kind encountered in textbooks or psychological laboratories was related to the ability of recognizing, selecting and formulating problems. The process of acquiring and utilizing this ability was conceptualized…

Guidelines for new directions and emphases in teacher education that grow out of a concern for teaching people to think critically and creatively for the future are suggested. (JD)

Encourages the examination of incorrect responses given by students to questions in the belief that the responses will reveal information concerning subjects' logical thinking and concept-forming abilities. College students' incorrect responses to physical science questions are analyzed. (CP)

Investigated were the problem solving strategies of 116 educable mentally retarded adolescents and 65 nonretarded mental age-equated fourth graders. (Author/DB)

Suggests and discusses several strategies for helping students become better problem solvers. (PK)

Differences in cognitive and interpersonal characteristics between good problem solvers and good problem posers (inventors) were examined with 35 ninth graders. Good problem posers were more field independent and had a more positive self image than problem solvers. (DB)

This paper illustrates a method by which geography students can experience a process of inquiry and problem-solving by using data banks as a resource. Examples are given of open-ended and structured classroom utilization of a data bank for students to study the socioeconomic structure of Wichita, Kansas. (Author/AV)

Discusses questioning techniques and problem solving approaches for a sixth grade elementary school physical science activity using dry ice. Sequential steps of analysis and synthesis and supportive science demonstrations necessary for closure on Why" type questions are emphasized. (JM)

Several examples of using divergent questioning techniques in elementary school science lessons are provided. The use of divergent questions (as contrasted with use of convergent questions) places students in the role of producing many possible solutions stimulating creative thinking. (Author/JN)