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Problem‐solving instruction in adult literacy classes
Author(s) -
LYSYNCHUK LINDA,
GEDDIS SUSAN,
LAINE COLIN
Publication year - 1992
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.1992.tb00450.x
Subject(s) - task (project management) , inclusion (mineral) , mathematics education , intervention (counseling) , test (biology) , literacy , psychology , computer science , cognitive psychology , pedagogy , developmental psychology , social psychology , paleontology , management , psychiatry , economics , biology
This article from Canada describes several strategies for teaching adults how to solve problems. These strategies were experimentally evaluated in a 16‐week intervention study. Using a test based on some original work by Guilford, the strengths of participants were identified. Following this, a four‐step problem‐solving approach was evolved, defining the problem, generating hypotheses, evaluating hypotheses and carrying out the task. Students showed gains in the ability to generate alternative solutions and to be systematic. On this basis the authors argue for the inclusion of problem‐solving training for adults in basic literacy classes. However, it is impossible to isolate any particular strategy that is more effective than another but some strategies appear more successful in certain circumstances.