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ERIC Number: ED338494
Record Type: RIE
Publication Date: 1991-Apr-9
Pages: 13
Abstractor: N/A
Reference Count: N/A
Relationships among Problem Solving, Student Interactions, and Thinking Skills.
Shepardson, Daniel P.
Eighth-grade students (n=42) were observed during five different life science problem-solving activities. Student interactions and thinking skills were recorded in relation to the problem-solving steps. A causal model was hypothesized and tested using path analysis procedures. The hypothesized causal model was adjusted based on path coefficients of p<.1. The final causal model indicated that the problem solving steps had a greater influence on the use of thinking skills than student interactions, with data analysis influencing student interactions and thinking skills having the greatest. However, student interactions fostered the use of thinking skills to solve problems that otherwise may not have been used. Student interactions appeared not to enhance the variety of thinking skills that all students used during problem solving. Students used focusing, analyzing, and evaluating skills during problem identification/refinement. Students may have failed to plan sufficiently to solve their problems and to evaluate their thinking data collecting procedures by not using appropriate thinking skills. During data analysis students incorporated scientific knowledge into their explanations and evaluated their analysis process and conclusions. (KR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Lake Geneva, WI, April 7-10, 1991).