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ERIC Number: ED310881
Record Type: Non-Journal
Publication Date: 1989
Pages: 3
Abstractor: N/A
Reference Count: N/A
Cooperative Problem-Solving in the Classroom.
Tudge, Jonathan; Caruso, David
Cooperation among students in classroom problem-solving activities is briefly discussed in terms of Piaget and cooperative problem-solving, guidelines for teachers, and the teacher's role. While research results are not unambiguous, teachers can encourage children to interact and share their perspectives during cooperative play by: (1) planning activities in which children have a shared goal; (2) ensuring that the goal is intrinsically interesting; (3) making it possible for children to achieve their goals through their own actions; and (4) seeing to it that the results of the child's actions are visible and immediate. To avoid giving directions, teachers can encourage children to interact with each other, help children clarify or adapt their shared goals, and involve children who are unlikely to initiate interaction. It is concluded that cooperative problem-solving becomes a valuable part of the curriculum when teachers present problems that children at different developmental levels can work on together, encourage children's efforts to share perspectives, and help them achieve a common objective. Nine references are cited for further reading on the topic. (RH)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.