View in EDS

Problem Representation, Understanding, and Learning Transfer: Implications for Technology Education Research.

Saved in:
Bibliographic Details
Title: Problem Representation, Understanding, and Learning Transfer: Implications for Technology Education Research.
Authors: Sutton, Mathias J.1 mjsutton@tech.purdue.edu
Source: Journal of Industrial Teacher Education. Summer2003, Vol. 40 Issue 4, p47-63. 17p.
Subject Terms: *Technical education, *Problem solving, *Constructivism (Education), *Curriculum, *Professional education, *Curriculum planning, *General education, United States education system
Geographic Terms: United States
Abstract: This article cites a research study focusing on problem solving in the technical education field of the United States. In the past two decades, problem solving has gained significant attention in the technology education literature. Problem solving has emerged as the field grappled with educational goals and related curriculum planning. Even some researchers have presented guidelines for the teaching of problem solving in technology classrooms. One of the researchers proposed a framework that emphasized intellectual processes, mental operations that focus on acquiring new knowledge and applying that knowledge in both familiar and new situations. The emphasis on problem solving has paralleled the move in general education from behaviorism toward constructivism. These studies helped the field begin to see the specific elements of students' problem-solving processes.
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 21524931
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Problem Representation, Understanding, and Learning Transfer: Implications for Technology Education Research.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sutton%2C+Mathias+J%2E%22">Sutton, Mathias J.</searchLink><relatesTo>1</relatesTo><i> mjsutton@tech.purdue.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Industrial+Teacher+Education%22">Journal of Industrial Teacher Education</searchLink>. Summer2003, Vol. 40 Issue 4, p47-63. 17p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Technical+education%22">Technical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22General+education%22">General education</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+education+system%22">United States education system</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article cites a research study focusing on problem solving in the technical education field of the United States. In the past two decades, problem solving has gained significant attention in the technology education literature. Problem solving has emerged as the field grappled with educational goals and related curriculum planning. Even some researchers have presented guidelines for the teaching of problem solving in technology classrooms. One of the researchers proposed a framework that emphasized intellectual processes, mental operations that focus on acquiring new knowledge and applying that knowledge in both familiar and new situations. The emphasis on problem solving has paralleled the move in general education from behaviorism toward constructivism. These studies helped the field begin to see the specific elements of students' problem-solving processes.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=21524931
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 47
    Subjects:
      – SubjectFull: Technical education
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Constructivism (Education)
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Professional education
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: General education
        Type: general
      – SubjectFull: United States education system
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Problem Representation, Understanding, and Learning Transfer: Implications for Technology Education Research.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sutton, Mathias J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Summer2003
              Type: published
              Y: 2003
          Identifiers:
            – Type: issn-print
              Value: 00221864
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Industrial Teacher Education
              Type: main
ResultId 1