The contributors to this volume address reasoning and problem
solving as fundamental to learning and teaching and to modern
literacy. The research on expertise and the development of
competence makes it clear that structures of knowledge and
cognitive process should be tightly linked throughout education to
attain high levels of ability. The longstanding pedagogical
assumption that the attainment of useful knowledge proceeds from
lower level learning based on the practice of fundamental skills
that demand little thought, to higher level competence in which
problem solving finally plays an increasing role, is no longer
tenable. It is now clear that thinking is not an outcome of basic
learning, but is part of the basic acquisition of knowledge and
skill. In learning to read, for example, decoding the printed word
and understanding simple texts is an act of problem solving,
requiring inference and elaboration by the reader. The prevalence
of reasoning with information at all levels makes the details of
its involvement a fundamental influence on learning and instruction
-- a recurring theme in each of the chapters.
A rich variety of topics is addressed including:
*an analysis of the components of teaching competence
*the evolution of a learner's mathematical understanding
*the use of causal models for generating scientific explanations
*the facilitation of meaningful learning through text
illustrations
*the competence of children in argumentative interaction that
results in conceptual change.
General
| Imprint: |
Routledge Member of the Taylor and Francis Group
|
| Country of origin: |
United States |
| Series: |
Advances in Instructional Psychology Series |
| Release date: |
September 1993 |
| First published: |
1993 |
| Editors: |
Robert Glaser
|
| Dimensions: |
229 x 152mm (L x W) |
| Format: |
Hardcover
|
| Pages: |
360 |
| ISBN-13: |
978-0-8058-0709-7 |
| Categories: |
Books >
Social sciences >
Education >
Educational psychology
|
| LSN: |
0-8058-0709-8 |
| Barcode: |
9780805807097 |
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