1. Complex Cognitive Processes
Magdalena Mulvihill

2. The problem Solving model

3. Implement the strategy
Represent the problem
Select a
strategy
Identify the problem
Implement the strategy
Evaluate the results

4. Well defined
problem

5. A problem that has only one correct solution to a certain method of finding it.

6. But…
Even though some teachers claim that they explain the problem well
some students think different

9. Ill defined

10. A problem that has more than one acceptable solution, an ambiguous goal, and no generally agreed upon strategy for reaching a solution

11. $2.00 per cookie or per pound ?=6
2+2+2=6

12. A specific set of steps for solving a problem
Algorithm
A specific set of steps for solving a problem

13. heuristics
GENERALY, WIDELY
APPLICABLE
PROBLEM SOLVING
STRATEGIES

14. THERE
IS A
DIFFERENCE IN
PROBLEM
SOLVING
ABILITY
BETWEEN
EXPERTS
AND NOVICES

15. BECAUSE
EXPERTS
ARE
INDIVIDUALS…
…WHO ARE HIGHLY
SKILLED OR
KNOWLEDGEABLE
IN A GIVEN DOMAIN

16. THERE EXIST FOUR IMPORTANT DIFFERENCES BETWEEN NOVICES AND EXPERTS

17. When REPRESENTING PROBLEMS1
EXPERTS
SEARCH FOR CONTEXT AND
RELATIONSHIP IN PROBLEMS
NOVICES
SEE PROBLEMS IN ISOLATED PIECES

18. PROBLEM-SOLVING EFFICIENCY2
EXPERTS
SOLVE PROBLEMS RAPIDLY AND POSSES
MUCH KNOWLEDGE THAT IS AUTHOMATIC
NOVICES
SOLVE PROBLEMS SLOWLY AND FOCUS ON MECANICS

19. When PLANNING FOR PROBLEM SOLVING3
EXPERTS
PLAN CAREFULLY BEFORE ATTEMPTING SOLUTIONS
TO UNFAMILIAR PROBLEMS
NOVICES
PLAN BRIEFLY WHEN ATTEMPTING SOLUTIONS TO UNFAMILIAR PROBLEMS;
QUICKLY ADOPT AND TRY SOLUTIONS

20. When MONITORING PROBLEM SOLVING4
EXPERTS
DEMONSTRATE WELL-DEVELOPED METACOGNITIVE ABILITIES; ABANDON INEFICIENT STRATEGIES
NOVICES
DEMONSTRATE LIMITED METACOGNITION; PERSEVERE WITH UNPRODUCTIVE STRATEGIES

21. STEPS
IN HELPING
LEARNERS
BECOME
BETTER
PROBLEM
SOLVERS

22. 1.
PRESENTATION
OF PROBLEMS

23. PRESESNTATION OF PROBLEM IS IMPORTANT BECAUSE IT ENCOURAGES LEARNERS TO CONCEPTUALIZE IT IN FAMILIAR TERM

24. WHEN PRESENTING REMEMBER TO
1. START IN MININGFULL TERMS
2. RELATE IT TO A FAMILIAR
PROBLEM
3. PROVIDE EXAMPLES IN A
REAL-WORLD CONTEXT
PROMOTING MININGFULL
LEARNING
4. REPRESENT IT VISUALY

25. 2.
SOCIAL INTERACTION

26. When presenting real world problems promote high levels
of interaction to actively engage students in analyzing
problem situations

27. 3. SCAFOLDING METHODS - Modeling - Thinking aloud - Questioning
Adapting
instructional
materials

28. EFECTIVE STRATEGIES
NOTE TAKING
MAPPING
USING TEXT SIGNALS
SUMMARIZING
ELABORATIVE
QUESTIONING

29. TRANSFER OF
KNOWLEDGE

30. GENERAL TRANSFER
THE ABILITY TO APPLY
KNOWLEDGE OR
SKILLS LEARNED IN ONE
CONTEXT IN A VARIETY
OF DIFFERENT CONTEXTS
SPECIFIC TRANSFER
THE ABILITY TO APPLY
INFORMATION
IN A CONTEXT SIMILAR
TO THE ONE IN WHICH
IT WAS ORIGINALLY
LEARNED

31. FACTORS
AFFECTING
LEARNING
SITUATIONS

32. 1. SIMILARITY BETWEEN LEARNING
SITUATIONS
2. DEPTH OF LEARNERS’ ORIGINAL
UNDERSTANDING
3. QUALITY AND VARIETY OF EXAMPLES
AND OTHER LEARNING EXPERIENCES
4. LEARNING CONTEXT
5. EMPHASIS ON METACOGNITION

33. ∏ ∏
THE END