ERIC Number: ED059039
Record Type: RIE
Publication Date: 1971-Nov-12
Reference Count: 0
Instruction in Problem Solving and an Analysis of Structural Variables That Contribute to Problem-Solving Difficulty.
This report is divided into two parts. The first part contains the major sections of the author's doctoral dissertation comparing the effects of two instructional problem-solving programs. The fifth grade students in six classes (three schools) were randomly assigned to the two programs: The Productive Thinking Program, a commercially-available sequence which develops general problem-solving skills and contains no mathematics; and the Modified Wanted-Given Program, an experimental sequence which emphasizes the structure of arithmetical problems. Both sequences were presented in programmed form and took 16 consecutive school days. Fifth grade students in two classes in a fourth school acted as a control group. Every student received a pretest, posttest and a follow-up test seven weeks later. Each test battery measured several other skills besides problem solving. On an analysis of covariance, no significant differences were found between the two methods of instruction and the control, nor was any significant sex difference found. The second part of this report reviews the variables used in previous studies of problem solving using teletype terminals, and then applies the same regression techniques to verbal problems selected from the dissertation study described in the first part. (MM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Note: Psychology and Education Series