ERIC Number: ED366632
Record Type: RIE
Publication Date: 1993-Nov
Reference Count: N/A
Effects of Problem-Solving Strategies on Different Ability Levels.
Nichols, Teresa M.
To determine if differing ability levels will affect the acquisition of problem-solving skills and self-esteem as a result of participation in two approaches to teaching problem-solving skills, a study was conducted with sixth graders in a posttest-only control group experimental design. Subjects were 102 sixth graders randomly assigned to 5 classes. Two classes participated in the Creative Problem Solving (CPS) for Kids approach to teaching problem solving. Two classes received computer-assisted instruction in problem-solving designed by the Minnesota Educational Computing Consortium, and one class was a control group. Both approaches consisted of five 3-minute lessons per week for 6 weeks. Results suggest that thinking-skills instruction does impact the development of creative and critical thinking and that the acquisition of these skills has a positive effect on self-esteem. The study also provides evidence that the length of training is an important consideration in providing thinking-skills instruction, and that such instruction should be an integral part of the curriculum rather than a supplementary or isolated program. In addition, thinking-skills instruction is appropriate for students at all ability levels. Seven figures and 12 tables present study findings. (Contains 17 references.) (SLD)
Descriptors: Ability, Analysis of Variance, Cognitive Processes, Computer Assisted Instruction, Control Groups, Elementary School Students, Factor Analysis, Grade 6, Individual Differences, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Problem Solving, Self Esteem, Skill Development, Teaching Methods, Thinking Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Creative Problem Solving for Kids; Criterion Referenced Tests of Talent
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (22nd, New Orleans, LA, November 10-12, 1993).