The utility of diagrams in elementary problem solving

2020 ◽  
Vol 55 ◽  
pp. 100921
Author(s):  
Tom Lowrie
Keyword(s):  
Problem Solving ◽  
Elementary Problem

The Purdue Elementary Problem-Solving Inventory

1972 ◽  
Vol 31 (3) ◽  
pp. 891-901 ◽  
Author(s):  
John F. Feldhusen ◽  
John C. Houtz ◽  
Susan Ringenbach
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Verbal Description ◽  
Problem Situation ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children ◽  
Cognitive Operations ◽  
Life Tasks ◽  
Elementary Problem ◽  
Asking Questions

The Purdue Elementary Problem-solving Inventory was designed to measure problem-solving abilities of socioeconomically disadvantaged children of different ethnic backgrounds in Grades 1 to 6 using real-life tasks. The test consists of 49 problems which are presented as slides portraying children in cartoon form in real-life situations. Ss respond by listening to a tape recording of directions, problem descriptions, and alternatives and then drawing an “X” in a test booklet over the alternative of their choice which may be a picture or a verbal description. The inventory was designed to measure the following abilities: sensing that a problem exists, defining the problem, asking questions, guessing causes, clarifying the goal of the problem situation, judging if more information is needed, analyzing details, redefining familiar objects for unusual uses, seeing implications, solving single- and multiple-solution problems, and verifying solutions. Reliability (KR-20) of the inventory is .79. Analyses of variance demonstrated that ethnic background accounted for only 3% of the variance and SES only 5% while grade level accounted for 37% A principal factor analysis demonstrated that six of the cognitive operations are indeed assessed.

Abilities Measured by the Purdue Elementary Problem-Solving Inventory

1973 ◽  
Vol 33 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Stuart M. Speedie ◽  
John C. Houtz ◽  
Susan Ringenbach ◽  
John F. Feldhusen
Keyword(s):  
Problem Solving ◽  
Principal Axis ◽  
Second Graders ◽  
Factor Solution ◽  
Problem Solving Skills ◽  
Test Items ◽  
Elementary Problem ◽  
Principal Axis Factor

Data from the Purdue Elementary Problem-Solving Inventory for 364 second-graders were analyzed. The inventory was designed to assess 12 distinct problem-solving skills. A principal axis factor solution with varimax and then oblique rotations was computed from tetrachoric item intercorrelations. 6 psychologically interpretable factors emerged. These 6 factors corresponded to 6 of the hypothesized 12 component abilities involved in the test. Items representative of these factors appeared to assess the ability to sense that a problem exists, define the problem specifically, notice details, see implications, make remote associations, and select the best solution to a problem.

WRITING, READING, AND ASSESSING IN AN ELEMENTARY PROBLEM SOLVING CLASS

PRIMUS ◽  
2004 ◽  
Vol 14 (4) ◽  
pp. 289-302
Author(s):  
Maria G. Fung ◽  
Leon Roland
Keyword(s):  
Problem Solving ◽  
Elementary Problem

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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