Problem Solving for Teaching and Learning : A Festschrift for Emeritus Professor Mike Lawson book cover
1st Edition

Problem Solving for Teaching and Learning
A Festschrift for Emeritus Professor Mike Lawson

ISBN 9781032091990
Published June 30, 2021 by Routledge
308 Pages

FREE Standard Shipping
USD $52.95

Prices & shipping based on shipping country


Book Description

Problem Solving for Teaching and Learning explores the importance of problem solving to learning in everyday personal and social contexts.

This book is divided into four sections: Setting the scene; Conceptualising problem solving; Teachers’ knowledge and beliefs about problem solving; and Fostering students’ problem-solving capabilities, allowing readers to gain an insight into the various sub-topics that problem solving in learning and teaching introduce. Drawing together diverse perspectives on problem solving located in a variety of educational settings, this book explores problem solving theory, including its cognitive architecture, as well as attending to its translation into teaching and learning in a range of settings, such as education and social environments. This book also suggests how effective problem-solving activities can be incorporated more explicitly in learning and teaching and examines the benefits of this approach.

The ideas developed in Problem Solving for Teaching and Learning will act as a catalyst for transforming practices in teaching, learning, and social engagement in formal and informal educational settings, making this book an essential read for education academics and students specialising in cognitive psychology, educational psychology, and problem solving.

Table of Contents

Section 1: Setting the Scene

Chapter 1: Michael Lawson: Teacher of Teachers and Researchers, and Academic Citizen

Janice Orrell

Chapter 2: Learning is a Problem-solving Activity

Helen Askell-Williams

Section 2: Conceptualising Problem Solving

Chapter 3: Human Problem Solving and Instructional Design

John Sweller

Chapter 4: Academic Challenges as Opportunities to Learn to Self-regulate Learning

Allyson F. Hadwin

Sarah K. Davis

Aishah Bakhtiar

Philip H. Winne

Chapter 5: Word Knowledge Quality and Literacy

John R. Kirby

Chapter 6: Developing Problem Solving and Other General Capabilities: What Will It Take and How Can We Be Sure of Success?

David D. Curtis

Chapter 7: Messy Problems of Personal and Family Life: Solving Inheritance Problems

Jeanette A. Lawrence

Section 3: Teachers’ Knowledge and Beliefs about Problem Solving

Chapter 8: Teachers’ Beliefs and Knowledge

Stella Vosniadou

Chapter 9: The Quality of Knowledge and Beliefs that Teachers Use When Solving Teaching and Learning Problems

Helen Askell-Williams

Shyam Barr

Ernest Ngendahavo

Chapter 10: Problematising Assessment of Student Learning

Janice Orrell

Shani Sniedze-Gregory

Chapter 11: Types of Knowledge Teachers Use When Solving Educational Problems: A Case Study of the Implementation of the Promoting Alternative Thinking Strategies (PATHS) Program

Ann Lendrum

Helen Askell-Williams

Section 4: Fostering Students’ Problem-solving Capabilities

Chapter 12: Problem Solving by Students with Intellectual Disability

Carol Le Lant

Chapter 13: What Gifted Students and a Regular Class of Primary School Students Know and Do about Problem Solving

Penny Van Deur

Chapter 14: Problem Solving Using the Keyword Method and Mental Imagery During Vocabulary Recall

Mirella Wyra

Chapter 15: The Advantages and Disadvantages of Problem-solving Practice When Learning Basic Addition Facts

Sarah Hopkins

Chapter 16: Problem Solving in Mathematics: Evidence of High-gain Strategies

Katherine L. Dix

Chapter 17: Synergy between Teachers’ Knowledge and Students’ Learning: Perspectives from Research on Mathematics Education

Mohan Chinnappan

Chapter 18: Reflections on a Ten-year Research Partnership with Glenunga International High School

Alan Barnes

Bruce White

View More



Helen Askell-Williams (PhD) is an Associate Professor of Education at Flinders University. Helen teaches cognitive psychology and educational practice and building positive mental health in school communities. Her research focusses on teachers' and learners' knowledge about learning, and on promoting student wellbeing and positive mental health. Her most recent research is leading an Australian Research Council Discovery Grant project, Sustainability of Effective Educational Initiatives, investigating features that support the long-term success of educational programs.

Janice Orrell is an Emeritus Professor of Higher Education and Assessment in the College of Education, Psychology and Social Work at Flinders University. Her work largely focusses on assessment and work integrated learning in higher education. Her recent research focusses on initial teacher education and pre-service teachers’ thinking about the work and role of teachers. She works with a non-formal school for tribal and Dalit women in southern India focussing on non-formal education for liberation and empowerment.