Advances in Instructional Psychology - Vol. 4

Advances in Instructional Psychology - Vol. 4

Advances in Instructional Psychology - Vol. 4

Advances in Instructional Psychology - Vol. 4

Excerpt

The contributions in Volume 4 of Advances in Instructional Psychology address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The long-standing pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but it is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. Because reasoning at all levels of competence is of fundamental importance in learning and instruction, it is critical to understand the details of its involvement. Each of the chapters in this volume engages this theme. A rich variety of topics is addressed including an analysis of the components of teaching competence, the evolution of a learner's mathematical understanding, the use of . . .

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