Problem Solving and Constitution of Knowledge at Work. Research Bulletin 92.

Autor/in	Llorente, Juan Carlos
Institution	Helsinki Univ. (Finland). Dept. of Education.
Titel	Problem Solving and Constitution of Knowledge at Work. Research Bulletin 92.
Quelle	(1996), (281 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0359-5749
ISBN	951-45-7278-5
Schlagwörter	Adult Basic Education; Adult Education; Adult Learning; Adult Literacy; Adults; Building Trades; Case Studies; Comparative Analysis; Developmental Tasks; Educationally Disadvantaged; Foreign Countries; Household Workers; Illiteracy; Learning Processes; Learning Strategies; Models; Piagetian Theory; Problem Solving; Rural Areas; Task Analysis; Argentina + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adulte education; Building trade; Bauwesen; Baugewerbe; Case study; Fallstudie; Case Study; Entwicklungsaufgabe; Ausland; Analphabetismus; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Problemlösen; Rural area; Ländlicher Raum; Aufgabenanalyse; Argentinien
Abstract	A study examined the strategies and processes used by a sample of 33 Argentinean adults with little school experience to solve problems and acquire knowledge at work. A Piagetian methodological approach was used to observe adults in building, rural, and domestic work settings and to analyze empirical data regarding their behavior in task-oriented problem situations as a particular mode of knowledge constitution and their application of that knowledge in everyday work-related tasks. The constituents of the task-oriented situations studied were analyzed in relation to the social constraints emerging during the problem-solving procedure. The nature of cognitive activity in everyday situations was illustrated through case studies demonstrating the interactive and constructive nature of everyday knowledge. It was concluded that the processes by which individuals with relatively little education acquire knowledge are not very different from those used by educated people. An interpretive framework was presented for studying everyday activities as education-related issues. It was recommended that the potential of low-literate adults be used as a starting point for educational intervention. (Contains 135 references. Appended is information regarding the following: sample, work practices, study questions, latest interview, adults in the schooling situation, and interview profiles.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC