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Can Problem-Solving Skills Be Taught? 교육공학과 07 정여빈 / 홍성호
An important goal of  most educational institutions? The improvement of the human mind What does it mean to  Improve someone’s mind?
Being able to create a novel solution Being able to figure out  an effective solution
The educational goal of improving human minds Whether problem skills  can be taught.
To design aninstructional program?
Oneability           versus          Many cognitive skills What  To Teach
Such as how fast your brain worked But his tests failed to correlate with any practical measures of intellctual ability by Sternberg. or Such as how sensitive your mind was to small differences Francis Galton said that “intellectual functioning depended on a single mental ability.
It is formed by the combination of all the minor functions Unlike Galton’s tests, Binet’s tests did correlate with school success. Mental orthopedics Binet propose that intellectual ability depended on many smaller skills
Where To Teach Looking for Intelligenceas Specific General or
If intelligence is general, Tests measuring the same skiil should correlate with one another. Spearman’s g-factors and s-factors Thurstone’sseven primary mental abilities
Novice vs Expert Therefore teach within  Specific Domains
Process versus          Product How To Teach
The thought process that A person engages in Whether the student  Produced the correct answer Focus on the  problem-solving process!
Senseless memorizing Teach Higher-Order skills early rather than late! Prior automatization theory When To Teach versus Constraint removal theory scaffolding
Teaching by Fostering  Problem-Solving Strategies사례
Productive Thinking Program
Productive Thinking Program
Productive Thinking Program Background During the 1960s ,[object Object],   including projects that“ how to think ” Descripition The Program -  Consists of 15 cartoonlike booklets, each about 30 pages in length. - “Restating the problem in his own word” - “Formulating his own questions” - “Generating ideas to explain the mystery” The Following Strategies ,[object Object]
Think of many new idea for solving a problem. Don’t  stop with just a few
Try to think of unusual ideas.
As you search for ideas, let your mind freely explore things around you.
 If you get stuck on a problem, keep trying. Don’t  be discouraged.
Be on the lookout for odd or puzzling factsin a problem.,[object Object]
Novel solution-creator Effective problem-solver Needs to do more than simply remember an answer. To be able to figure out an appropriate solution.

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Teching by Fostering Problem-Solving

  • 1. Can Problem-Solving Skills Be Taught? 교육공학과 07 정여빈 / 홍성호
  • 2. An important goal of most educational institutions? The improvement of the human mind What does it mean to Improve someone’s mind?
  • 3. Being able to create a novel solution Being able to figure out an effective solution
  • 4. The educational goal of improving human minds Whether problem skills can be taught.
  • 6. Oneability versus Many cognitive skills What To Teach
  • 7. Such as how fast your brain worked But his tests failed to correlate with any practical measures of intellctual ability by Sternberg. or Such as how sensitive your mind was to small differences Francis Galton said that “intellectual functioning depended on a single mental ability.
  • 8. It is formed by the combination of all the minor functions Unlike Galton’s tests, Binet’s tests did correlate with school success. Mental orthopedics Binet propose that intellectual ability depended on many smaller skills
  • 9. Where To Teach Looking for Intelligenceas Specific General or
  • 10. If intelligence is general, Tests measuring the same skiil should correlate with one another. Spearman’s g-factors and s-factors Thurstone’sseven primary mental abilities
  • 11. Novice vs Expert Therefore teach within Specific Domains
  • 12. Process versus Product How To Teach
  • 13. The thought process that A person engages in Whether the student Produced the correct answer Focus on the problem-solving process!
  • 14. Senseless memorizing Teach Higher-Order skills early rather than late! Prior automatization theory When To Teach versus Constraint removal theory scaffolding
  • 15. Teaching by Fostering Problem-Solving Strategies사례
  • 18.
  • 19. Think of many new idea for solving a problem. Don’t stop with just a few
  • 20. Try to think of unusual ideas.
  • 21. As you search for ideas, let your mind freely explore things around you.
  • 22. If you get stuck on a problem, keep trying. Don’t be discouraged.
  • 23.
  • 24. Novel solution-creator Effective problem-solver Needs to do more than simply remember an answer. To be able to figure out an appropriate solution.
  • 25. Effective Problem solver Question Q1. 요리를 잘하는 순명이는 오랜만에 집에 놀러 온 여빈이를 위해 피자를 직접 만들어 주려고 한다. 그래서 순명이는 피자반죽에 치즈를 넣고 나서냉장고에 있는 토핑 재료를 보았더니 다음과 같이 있었다. 그렇다면, 순명이가 다음 재료로 만들 수 있는 피자의 종류는 총 몇 가지 인가? [냉장고 안 - 양파, 소시지, 버섯, 베이컨]
  • 26. Novel Solution creator Question Q2. 종후가 버스를 탔다. 버스에 있는 승객은 종후를 제외 총 9명이었다. 27살 아가씨, 19살의 여고생, 22살의 군인, 69살/72살의 노부부, 시각장애인과 청각장애인 각각 2명이 승객이 있었다. 종후는 잠깐 잠이 들었고 다시 잠에서 깨어났을 때, 종후는 혼잣말로 '버스 안에 공짜로 탄 사람이 절반이나 되네.'라는 말을 했다. 그렇다면 버스 안에는 총 몇 명의 승객이 남은 건가? (단, 종후의 나이는 23살이다.)
  • 27. Q & A
  • 28. Thank you! 이번 학기 동안 수고하셨습니다♡