Flexibility in Problem Solving: The Case of Equation Solving

Autor/inn/en	Star, Jon R.; Rittle-Johnson, Bethany
Titel	Flexibility in Problem Solving: The Case of Equation Solving
Quelle	In: Learning and Instruction, 18 (2008) 6, S.565-579 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2007.09.018
Schlagwörter	Discovery Learning; Problem Solving; Algebra; Grade 6; Equations (Mathematics); Direct Instruction; Intervention; Cognitive Style + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Problemlösen; School year 06; 6. Schuljahr; Schuljahr 06; Equations; Mathematics; Gleichungslehre; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Cognitive styles; Kognitiver Stil
Abstract	A key learning outcome in problem-solving domains is the development of flexible knowledge, where learners know multiple strategies and adaptively choose efficient strategies. Two interventions hypothesized to improve flexibility in problem solving were experimentally evaluated: prompts to discover multiple strategies and direct instruction on multiple strategies. Participants were 132 sixth-grade students who solved linear equations for three hours. Both interventions improved students' flexibility in problem solving and did not replace, nor interfere with, one another. Overall, the study provides causal evidence that exposure to multiple strategies leads to improved flexibility in problem solving and that discovery learning and direct instruction are compatible instructional approaches. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10