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Peer reviewed Peer reviewed
ERIC Number: EJ307814
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Implications of Cognitive Theory for Instruction in Problem Solving.
Frederiksen, Norman
Review of Educational Research, v54 n3 p363-407 Fall 1984
Cognitive theories of problem solving and cognitive psychologists' suggestions for teaching problem solving are reviewed. Theories and suggestions from creativity research are also considered. How high proficiency levels in problem solving are acquired and how best to teach problem-solving skills (for both well- and ill-structured problems) are described. (Author/BS)
Descriptors: Cognitive Development, Cognitive Processes, Creativity, Elementary Secondary Education, Epistemology, Higher Education, Instructional Materials, Learning Strategies, Problem Solving, Psychometrics, Skill Development, Teaching Methods
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Psychology
Note: Report based in part on work done for the National Institute of Education under Grant No. NIE-G-79-0127.