A strategy for developing problem-solving skills in large undergraduate classes
Bibliographic Data
| ID | 4825484 |
|---|---|
| Authors | G D Mo, G D Moss (Cardiff University), Donald H Mcmillen (Griffith University), D Mcmillen |
| Year | 1980 |
| Volume | 5 |
| Issue | 2 |
| Pages | 161-171 |
| Publication date | 1980-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078012331377196 |
| OpenAlex | W2125318269 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
Large first-year undergraduate classes are criticised for too often concentrating on lower level cognitive skills at the expense of higher level skills such as those involved in problem solving. A distinction is made between ‘pseudoproblems ̊s and ‘problems of consequence ̊s. A major undergraduate problem-solving exercise is described concerning a problem of foreign policy formulation. The teaching strategy is outlined and important issues in the process are identified and discussed. It is concluded that first-year undergraduate classes are capable of successfully tackling problems of consequence with minimal tutor support providing the correct strategy and organisation is used. Guidelines for improving the strategy described are included together with an outline plan for introductory sequences prior to the problem-solving exercise
Cognition · Cognitive skill · Cognitive strategy · Higher education · Mathematics education · Political science · TUTOR · Computer Science · Creativity in Education and Neuroscience · Education and Critical Thinking Development · Innovative Teaching Methodologies in Social Sciences · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1989 - 1989 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |