ERIC Number: ED333160
Record Type: RIE
Publication Date: 1990-Dec
Stages of Reasoning along a Developmental Continuum: Implications for Instruction of Housing Programs.
Anderson, Lorraine Kvistberg
A research project explored the idea that reasoning develops in distinct phases of thinking as individuals journey from simplistic learning of facts to highly proficient consequence predicting of integrated relationships. These results were derived from a study that examined the thinking processes and problem-solving actions of 13 students and faculty from a land grant university housing program. Two separate but integrated investigations used a questionnaire in which subjects were asked to reason about current housing problems and factors that influence housing selection. During the problem-solving activity, subjects were instructed to verbalize all their thoughts as they solved four housing-related problems. Findings revealed differences in the understanding and meanings inferred by individuals at varying levels of learning as they sought to interpret and resolve housing selection problems. These findings suggest that reasoning develops in a stage or phase progression of acquiring specific knowledge about a subject matter, followed by the ability to associate meaning with facts, and finally reasoning about the results of actions and the testing of consequences of these actions. The theory of phases of reasoning has direct implications for housing program design and instruction. Instruction could incorporate housing selection activities that allow for predicting consequences of varied alternatives as a means for developing and practicing reasoning abilities. (20 references) (Author/KC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (Cincinnati, OH, December 1990).