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Individual differences: A third component in problem‐solving instruction
Author(s) -
Ronning Royce R.,
McCurdy Donald,
Ballinger Ruth
Publication year - 1984
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660210109
Subject(s) - conceptualization , cognitive style , argument (complex analysis) , field (mathematics) , independence (probability theory) , mathematics education , psychology , field dependence , cognition , component (thermodynamics) , cognitive psychology , computer science , mathematics , artificial intelligence , statistics , biochemistry , chemistry , physics , quantum mechanics , neuroscience , magnetic field , pure mathematics , thermodynamics
Present research in problem solving appears to be primarily concerned with problem‐solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem‐solving methods and extent of knowledge). A viable theory of problem‐solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem‐solving success in junior high school students with extreme scores on Witkin's field independence‐field dependence measure of cognitive style. Problem‐solving protocols are examined as a second source of data. Field independent students significantly out‐performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students.