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.
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 | |
| 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