ERIC Number: ED334464
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Technological Problem Solving: A Proposal.
Waetjen, Walter B.
Examination of newer technology education materials reveals two recurring themes: one relates to curriculum content, familiarizing students with technology, and another to a technique of classroom instruction, i.e., problem solving. A problem-solving framework for technical education has the following components: (1) define the problem; (2) re-form the problem; (3) isolate the solution; (4) implement the plan; (5) restructure the plan; and (6) synthesize the solution. Language plays a significant role in the problem-solving process. Purposeful activity is a central component of problem solving. Teachers play an active part while students are solving problems. There are four kinds of questions teachers employ in helping students to solve problems: (1) memory and recall; (2) grouping or categorizing; (3) transformational; and (4) cognitive leap. Using this process, students solve a problem, develop cognitive and language skills, and become familiar with the technological process, instead of making a "project." By emphasizing an understanding of the process, learners can apply concepts. Teachers should be provided with technological problem-solving knowledge, skills, and activities. (32 references) (NLA)
Descriptors: Class Activities, Classification, Cognitive Processes, Experiential Learning, Language Usage, Memory, Problem Solving, Recall (Psychology), Secondary Education, Teacher Role, Technical Education, Technological Advancement, Thinking Skills
International Technology Education Association, 1914 Association Drive, Reston, VA 22091-1502 ($5.50 members; $6.50 nonmembers).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: International Technology Education Association, Reston, VA.
Identifiers: Technology Education