The document discusses teaching problem-solving skills. It explores whether problem-solving abilities can be taught and different approaches to doing so. Specifically, it examines the Productive Thinking Program from the 1960s that aimed to teach students strategies like keeping an open mind, generating many ideas, and exploring unusual solutions. Studies found that students who received training in this program performed better on novel problem-solving tasks compared to students who did not receive the training. The document thus supports that problem-solving skills can be taught, especially when programs focus on fostering useful problem-solving strategies.
6. Oneability versus Many cognitive skills What To Teach
7. Such as how fast your brain worked But his tests failed to correlate with any practical measures of intellctual ability by Sternberg. or Such as how sensitive your mind was to small differences Francis Galton said that “intellectual functioning depended on a single mental ability.
8. It is formed by the combination of all the minor functions Unlike Galton’s tests, Binet’s tests did correlate with school success. Mental orthopedics Binet propose that intellectual ability depended on many smaller skills
9. Where To Teach Looking for Intelligenceas Specific General or
10. If intelligence is general, Tests measuring the same skiil should correlate with one another. Spearman’s g-factors and s-factors Thurstone’sseven primary mental abilities
13. The thought process that A person engages in Whether the student Produced the correct answer Focus on the problem-solving process!
14. Senseless memorizing Teach Higher-Order skills early rather than late! Prior automatization theory When To Teach versus Constraint removal theory scaffolding
21. As you search for ideas, let your mind freely explore things around you.
22. If you get stuck on a problem, keep trying. Don’t be discouraged.
23.
24. Novel solution-creator Effective problem-solver Needs to do more than simply remember an answer. To be able to figure out an appropriate solution.
25. Effective Problem solver Question Q1. 요리를 잘하는 순명이는 오랜만에 집에 놀러 온 여빈이를 위해 피자를 직접 만들어 주려고 한다. 그래서 순명이는 피자반죽에 치즈를 넣고 나서냉장고에 있는 토핑 재료를 보았더니 다음과 같이 있었다. 그렇다면, 순명이가 다음 재료로 만들 수 있는 피자의 종류는 총 몇 가지 인가? [냉장고 안 - 양파, 소시지, 버섯, 베이컨]
26. Novel Solution creator Question Q2. 종후가 버스를 탔다. 버스에 있는 승객은 종후를 제외 총 9명이었다. 27살 아가씨, 19살의 여고생, 22살의 군인, 69살/72살의 노부부, 시각장애인과 청각장애인 각각 2명이 승객이 있었다. 종후는 잠깐 잠이 들었고 다시 잠에서 깨어났을 때, 종후는 혼잣말로 '버스 안에 공짜로 탄 사람이 절반이나 되네.'라는 말을 했다. 그렇다면 버스 안에는 총 몇 명의 승객이 남은 건가? (단, 종후의 나이는 23살이다.)
