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

C. Terlouw, A. Pilot

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    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 languageEnglish
    Title of host publicationLearning Environments
    Subtitle of host publicationContributions from Dutch and German Research
    EditorsJules M. Pieters, Klaus Breuer, P. Robert-Jan Simons
    Place of PublicationBerlin, Heidelberg
    PublisherSpringer
    Pages253-265
    Number of pages13
    ISBN (Electronic)978-3-642-84256-6
    ISBN (Print)978-3-540-52903-3
    DOIs
    Publication statusPublished - 1990

    Publication series

    NameRecent Research in Psychology
    PublisherSpringer
    ISSN (Print)1431-7532

    Keywords

    • High Education
    • Activity Theory
    • Field Regulation
    • Strategic Acting
    • Orientation Basis

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  • Cite this

    Terlouw, C., & Pilot, A. (1990). Teaching Problem Solving in Higher Education: From Field Regulation to Self-Regulation. In J. M. Pieters, K. Breuer, & P. R-J. Simons (Eds.), Learning Environments: Contributions from Dutch and German Research (pp. 253-265). (Recent Research in Psychology). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-84256-6_19