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ERIC Number: ED317614
Record Type: Non-Journal
Publication Date: 1990-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
Assessing Thinking Skills in Social Problem Solving.
Nagy, Philip
The purpose of this report is to explore an analysis of discussions, among groups of elementary school children, of a social problem. The intent of the research is to contribute to the advancement of methods for program and student assessment, particularly toward goals not usually evaluated by traditional testing programs. The analysis method used is an adaptation of schema theory set against a background of recent research on the solving of ill-structured problems. The major contribution of this study is in operationalizing the imposition of a schema framework on protocol data. The particular data that form the example analyzed come from an ongoing curriculum project comparing methods of teaching thinking skills in the classroom. Subjects were 3rd and 6th graders in 18 classes at 8 rural elementary schools in 3 school board jurisdictions in southwestern Ontario. Groups of five students each were taken from class and asked to discuss for 10 minutes a potentially iniquitous family situation involving allowances and household chores and what might be done about the problem; 76 discussions were recorded. The analysis showed patterns of differences among protocols, expressed as aspects of typical, enriched, and impoverished schemata. Many of the patterns in the data could be tentatively linked to the instructional treatments. Although the context is group discussion, much of the proposed methodology is applicable to problem-solving protocols of individuals. (Author/TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada