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.

1. Can Problem-Solving Skills Be Taught?교육공학과 07 정여빈 / 홍성호

2. An important goal of most educational institutions?The improvement of the human mindWhat does it mean to Improve someone’s mind?

3. Being able to create anovel solutionBeing able to figure out an effective solution

4. The educational goal of improving human mindsWhether problem skills can be taught.

5. To design aninstructional program?

6. Oneability versus Many cognitive skillsWhat ToTeach

7. Such as how fast your brain workedBut his tests failed to correlate with any practical measures of intellctual ability by Sternberg.orSuch as how sensitive your mind was to small differencesFrancis Galton said that “intellectual functioning depended on a single mental ability.

8. It is formed by the combination of all the minor functionsUnlike Galton’s tests, Binet’s tests did correlate with school success.Mental orthopedicsBinet propose that intellectual ability depended on many smaller skills

9. WhereToTeachLooking for IntelligenceasSpecificGeneralor

10. If intelligence is general,Tests measuring the same skiil should correlate with one another.Spearman’s g-factors and s-factorsThurstone’sseven primary mental abilities

11. Novice vs ExpertTherefore teach within Specific Domains

12. Processversus ProductHowToTeach

13. The thought process thatA person engages inWhether the student Produced the correctanswerFocus on the problem-solving process!

14. Senseless memorizingTeach Higher-Order skills early rather than late!Prior automatization theoryWhenToTeachversusConstraint removal theoryscaffolding

15. Teaching by Fostering Problem-Solving Strategies사례

16. ProductiveThinkingProgram

17. ProductiveThinkingProgram

18. ProductiveThinkingProgramBackgroundDuring the 1960s Several large-scale curriculum development efforts were carried out, including projects that“ how to think ”DescripitionThe Program- Consists of 15 cartoonlike booklets, each about 30 pages in length.- “Restating the problem in his own word”- “Formulating his own questions”- “Generating ideas to explain the mystery”The Following Strategies Keep an open mind. Don’t jump to conclusions about the answer to a problem

19. Think of many new idea for solving a problem. Don’t stop with just a few

20. Try to think of unusual ideas.

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. Be on the lookout for odd or puzzling factsin a problem.ProductiveThinkingProgramEvaluationFor example Olton and Crutchfield(1969) gave training in this to 25 fifth graders, While an equal number of fifth graders received no training.

24. Novel solution-creatorEffective problem-solverNeeds to do more than simply remember an answer.To be able to figure out an appropriate solution.

25. EffectiveProblemsolverQuestionQ1. 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. NovelSolutioncreatorQuestionQ2. 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.)

27. Q & A

28. Thank you! 이번 학기 동안 수고하셨습니다♡