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ERIC Number: ED240918
Record Type: RIE
Publication Date: 1984-Feb
Pages: 5
Abstractor: N/A
Reference Count: 0
Teaching Problem-Solving: Implications from Cognitive Development Research. AAHE-ERIC Higher Education Research Currents.
Stonewater, Jerry K.; Stonewater, Barbara B.
AAHE Bulletin, Feb 1984
The relationship between cognitive development and problem-solving skills is discussed. One approach for improving students' problem-solving skills rests in the application of cognitive development theories to instruction. Instructional strategies that facilitate cognitive development can be categorized into two groups: instruction that challenges the student's cognitive structures or creates disequilibrium, and instruction that provides support such that the student will engage in the opportunity created by the disequilibrium. Four types of instructional strategies that have been used successfully to introduce disequilibrium are considered: creating dissonance, direct experience, diversity, and social transmission. Three strategies that increase the probability that students will engage in the learning process and attend to the cognitive disequilibrium are also discussed: structure that focuses the students' attention on the disequilibrium, psychological support to help students manage the ego-threatening activities of learning, and "plus-one" instruction designed to tune into the students' level of thinking. It is suggested that some combination of instructional methods under certain conditions can facilitate cognitive growth. (SW)
Publications Department, American Association for Higher Education, One Dupont Circle, Washington, DC 20036 ($1.00).
Publication Type: Opinion Papers; Collected Works - Serials; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; American Association for Higher Education, Washington, DC.