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
Chapter 2: Learning is a Problem-solving Activity
Section 2: Conceptualising Problem Solving
Chapter 3: Human Problem Solving and Instructional Design
Chapter 4: Academic Challenges as Opportunities to Learn to Self-regulate Learning
Allyson F. Hadwin
Sarah K. Davis
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
Chapter 9: The Quality of Knowledge and Beliefs that Teachers Use When Solving Teaching and Learning Problems
Chapter 10: Problematising Assessment of Student Learning
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
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
Chapter 15: The Advantages and Disadvantages of Problem-solving Practice When Learning Basic Addition Facts
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
Chapter 18: Reflections on a Ten-year Research Partnership with Glenunga International High School
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.