The document discusses problem solving and transfer of learning. It describes the steps in problem solving as finding and framing problems, developing good problem-solving strategies, evaluating solutions, and rethinking problems over time. Common problem-solving strategies mentioned include subgoaling, algorithms, and heuristics. Transfer of learning refers to applying knowledge from one situation to another, and can be near or far, as well as low-road or high-road transfer. The document provides suggestions for teachers to help students with problem solving.

1. Week 13
Problem solving
and
Transfer of learning

2. Problem solving
• It involves finding an appropriate way to
attain a goal
• For example, writing an assignment for
Educational Psychology class (a task) that
requires students to find ways (solutions) to
complete the assignment
– Ways could be; 1) Find references, 2) Divide
task into subtasks for each group members
etc.

3. Steps in Problem Solving
1. Find and frame problems
2. Develop good problem-solving strategies
3. Evaluate solutions
4. Rethink and redefine problems and
solutions over time

4. 1) Find and frame problems
• Recognize or identify problem (s)
• Explore and refine problem (s)

5. 2) Develop good problem-solving
strategies
• Strategies relate to using specific approach to
solve problem (s)
• Some of the strategies:
– Subgoaling
– Algorithms
– Heuristics
• Mean-end analysis (Difference reduction)

6. • Subgoaling
– Involves setting intermediate goals to help individuals to reach
final goal or solution
– For example, you goal is to get the highest mark in
educational psychology class. Subgoals are to get the
highest mark in mid term, assignments etc.
• Algorithms
– Strategies that guarantee a solution to a problem. Such as
using formulas, following instructions etc.
• Heuristics
– end analysis or called as difference reduction
• Identifies problems
• Assess current situation
• Evaluates what need to be done

7. 3) Evaluate solutions
• Have a clear criterion in mind for the
effectiveness of solution
• For example, it is good to know how your
lecturer evaluate your assignment in terms of
the criterion or things he or she emphasizes
in marking your assignment

8. 4) Rethink and redefine problems
• It involves continuous rethinking and
redefining problems and solutions over time
• For example, if you get a good mark based
on using certain strategies, will you use the
same strategies for other subjects too?

9. Obstacles to solving problems
Fixation
• It involves using a prior strategy and
failing to look at a problem from a new
perspective
• Types of fixation:
– Functional fixedness
– Mental set

10. • Functional fixedness
– A type of fixation in which an individual fails to
solve a problem because he or she views the
elements involved solely in terms of their
usual functions
– For example, to hammer a thumb tack, Ali
tries to find a hammer (a specific tool). If he
does not able to find one, he will try later on.

11. • Mental set
– A type of fixation in which an individual tries to
solve a problem in a particular way that has
worked in the past
– For example, a teacher keep on using OHP
slides instead of power point slides to teach
even though he is provided with a lap top

12. Lack of motivation &
persistence
• Students should be internally motivated and
persist at finding a solution
• Great problem-solving abilities do not matter
much if students are not motivated to use
them (Pintrich, 2000)

13. Inadequate emotional control
• Emotion can restrict or facilitate problem-solving
(Santrock, 2006)
• Good problem solvers are often able to
control their emotions and concentrate on a
solution to a problem (Baron & Harackiewics,
2001)

14. Suggestions for teachers
• Give students opportunities to solve real-life
problems
• Monitor students’ effective and ineffective problem-solving
strategies
• Involve parents in children’s problem solving
• Use technology effectively

15. Transfer of learning
• Transfer occurs when a person applies
previous experience and knowledge to
learning or problem solving in a new situation
(Gentile, 2000)
• In short, it relates to making connection
between what you learn in school and how it
applies beyond school

16. Transfer
Situational Effort
Near Far Low-road High-road

17. Near transfer
• It occurs when the situations are similar
• For example, a math teacher instructs
students in how to prove a trigonometric
formula, and then gives the students a
problem to be solved using the same formula

18. Far transfer
• It occurs when the application situation is
different from the one in which the actual
learning took place
• For example, a student applies what he has
learned in trigonometry class while doing a
practicum in an architect’s firm

19. Low-road
• It occurs when previous learning
automatically, often unconsciously transfers
to another situation
• For example, when a competent reader
encounters new sentences in their native
language, they read them automatically

20. High-road
• It occurs when individuals consciously establish
connections between what they have learned in a
previous situation and the new situation
• For example, you have learned about classical
conditioning in class. When you want to condition a
desirable behavior on your students, you follow the
steps involve in classical conditioning to shape the
behavior

21. Division of high-road transfer
• Forward-reaching transfer
– It occurs when students think about how they can
apply what they have learned in a new situation
• Backward-reaching transfer
– It occurs when students look back to a previous
situation for information that will help them to solve
problem in a new contact