ERIC Number: ED261218
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Strategies for Problem Solving.
Karmos, Joseph S.; Karmos, Ann H.
Problem-solving skills are becoming increasingly important in the workplace, and more schools are including them in the curriculum. Knowledge of problem solving will be critical to a work force that is dealing with advanced technology, yet many students have yet to master these skills. Based on this premise, this guide attempts to show how students can be taught problem-solving skills and provides a model for problem solving, along with examples. Following an introduction, the guide contains seven sections. The first section proposes a five-step model for problem solving, and addresses the need for transferring these skills to all areas of life. In the second section, general guidelines for problem solving are given, including those developed by deBono and Whimbey and Lochhead. The third section focuses on some specific problem-solving strategies, such as thinking aloud, trial and error, working backwards, finding all the possibilities, time management, logical and critical reasoning, and gathering and analyzing data. The fourth section extends the five-step model for problem solving, while the section following discusses higher-order problem-solving skills and suggests simulations. In the sixth section, interpersonal skills are examined, while the final section outlines problem solving in groups. References for further use are suggested throughout the guide. (KC)
Descriptors: Classroom Techniques, Course Content, Curriculum Development, Educational Needs, Educational Trends, Futures (of Society), Guidelines, Interpersonal Competence, Models, Postsecondary Education, Problem Solving, Secondary Education, Skill Development, Teaching Methods, Vocational Education
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.
Authoring Institution: Southern Illinois Univ., Carbondale.
Note: For related documents, see ED 250 478 and CE 042 423.