Current research continues to attempt to determine factors, or combinations of factors, which influence efficacy in problem solving behaviors. This presentation combines several viewpoints regarding the most important component, or combination of components, needed for the most successful problem solving behaviors to occur. Quantitative literature is reviewed in the area of problem solving with emphasis in both: (1) the interacting influence of strategies and knowledge, and (2) the influence of strategies independent of knowledge. Findings suggest that knowledge permits an individual to engage in higher levels of reflective thinking or metacognitive strategies. With knowledge, the problems can be represented more completely. A more complete representation allows for more efficient and effective reflective monitoring of the problem solving process. It appears that the reflective thinking processes, which encourage elaboration on a problem, are instrumental in producing the most efficient problem solving behaviors. Findings suggest that these metacognitive strategies need to be specifically taught to students. Also of interest, is the finding which suggests that use of examples of problem solutions facilitates transfer to analogical problems. (Contains 17 references.) (Author)
Authors
- Peer Reviewed
- F
- Publication Type
- Information Analyses
- Published in
- United States of America
Table of Contents
- Running head 2
- Also of interest 3
- England 1992 Swanson 1990. 4
- Swanson 1990 5
- Littlefield 5
- 1 knowledge in 7
- The 8
- These 8
- In the first 8
- Each set of narratives required a different solutiori 9
- Each age 9
- In subsequent studies B.rown and Kane 10
- Since 11
- Novick 1988 11
- All 12
- The 12
- The expert 12
- Level 13
- Swanson 1990 14
- Ryans 14
- Swaminathan 1993 16
- Gains are 17
- Peverly 1991. 19
- King 1991 21
- The 22
- Problem Solving 24
- Confounding 24
- Her research also used control croups. 24
- The authors 25
- Logo 27
- In fact 28
- Her 28
- References 31
- M. J. 1988. 31
- B Swaminathan Sudha. 31
- 83 35-42. 31
- English Lyn D. 31
- 1992 April. 31
- King A. 1991. 31
- B. 1993. 31
- 61 127-148. 31
- Research 61 71-93. 32
- Park CA 32
- Learning Company. 32
- Roeper Review 32
- 15 43-48. 32
- 19 152-172. 32
- Journal of Educational Computing Research 81 521-540. 33
- Increase knowledgeexpertise in an area. 34
- Use peer interaction techniques. process can be continuously presented considered reevaluated is provided for the interaction to take place. 34
