Teaching Problem Solving in Higher Education: From Field Regulation to Self-Regulation

C. Terlouw; A. Pilot

doi:10.1007/978-3-642-84256-6_19

Teaching Problem Solving in Higher Education: From Field Regulation to Self-Regulation

C. Terlouw, A. Pilot

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

Problem solving courses were developed in the physical and social science domain, teaching a system of domain-specific methods for an improvement of strategic acting during problem solving. In accordance with the theory developed by Vygotsky the instruction was aimed at an internalisation process. Field regulation of problem solving behaviour, characterised by the absence of orienting actions before and after the execution process, must be changed to self-regulation of strategic acting — an independent formulation of an orientation basis.

The courses proved to be effective. Similarities and differences regarding the teaching of problem solving methods, the students’ use of the strategic problem solving methods and a mini-theory to be employed for designing problem solving education aimed at self-regulation are reported on and discussed.

Original language	English
Title of host publication	Learning Environments
Subtitle of host publication	Contributions from Dutch and German Research
Editors	Jules M. Pieters, Klaus Breuer, P. Robert-Jan Simons
Place of Publication	Berlin, Heidelberg
Publisher	Springer
Pages	253-265
Number of pages	13
ISBN (Electronic)	978-3-642-84256-6
ISBN (Print)	978-3-540-52903-3
DOIs	https://doi.org/10.1007/978-3-642-84256-6_19
Publication status	Published - 1990

Publication series

Name	Recent Research in Psychology
Publisher	Springer
ISSN (Print)	1431-7532

Keywords

High Education
Activity Theory
Field Regulation
Strategic Acting
Orientation Basis

Access to Document

10.1007/978-3-642-84256-6_19

Cite this

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title = "Teaching Problem Solving in Higher Education: From Field Regulation to Self-Regulation",

abstract = "Problem solving courses were developed in the physical and social science domain, teaching a system of domain-specific methods for an improvement of strategic acting during problem solving. In accordance with the theory developed by Vygotsky the instruction was aimed at an internalisation process. Field regulation of problem solving behaviour, characterised by the absence of orienting actions before and after the execution process, must be changed to self-regulation of strategic acting — an independent formulation of an orientation basis.The courses proved to be effective. Similarities and differences regarding the teaching of problem solving methods, the students{\textquoteright} use of the strategic problem solving methods and a mini-theory to be employed for designing problem solving education aimed at self-regulation are reported on and discussed.",

keywords = "High Education, Activity Theory, Field Regulation, Strategic Acting, Orientation Basis",

author = "C. Terlouw and A. Pilot",

year = "1990",

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language = "English",

isbn = "978-3-540-52903-3",

series = "Recent Research in Psychology",

publisher = "Springer",

pages = "253--265",

editor = "Pieters, {Jules M.} and Klaus Breuer and Simons, {P. Robert-Jan}",

booktitle = "Learning Environments",

}

Teaching Problem Solving in Higher Education: From Field Regulation to Self-Regulation. / Terlouw, C.; Pilot, A.
Learning Environments: Contributions from Dutch and German Research. ed. / Jules M. Pieters; Klaus Breuer; P. Robert-Jan Simons. Berlin, Heidelberg: Springer, 1990. p. 253-265 (Recent Research in Psychology).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

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