Strategies for Problem Solving, Critical Analysis, and Goal Setting
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| Title: | Strategies for Problem Solving, Critical Analysis, and Goal Setting |
|---|---|
| Language: | English |
| Authors: | Traga Philippakos, Zoi A., Wilson, Hailey Mathison, Picerno, Karen |
| Source: | Educational Practice and Theory. May 2021 43(1):41-55. |
| Availability: | James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Problem Solving, Goal Orientation, Critical Thinking, Cognitive Processes, Task Analysis, Learning Strategies, Interdisciplinary Approach |
| DOI: | 10.7459/ept/43.1.04 |
| ISSN: | 1323-577X |
| Abstract: | Problem solving requires the application of critical reading and thinking skills and the use of relevant strategies to reach a solution. Independent learners are able to apply taught strategies across contexts and often complete challenging tasks unassisted. The purpose of this paper is to explain how a process of analysis of assignments and evaluation can be applied in reading, writing, and with modifications in mathematics. This work draws on genre-based strategies, on oral language and dialogic pedagogy, and demonstrates how they can be applied across the curriculum to support students' transfer of knowledge and skills from writing instruction to responses to reading and mathematics aiding them in reflection and eventually independence. Further, the paper provides guidelines for teachers' explanations to promote critical thinking, questioning, and goal setting. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1297148 |
| Database: | ERIC |
| Abstract: | Problem solving requires the application of critical reading and thinking skills and the use of relevant strategies to reach a solution. Independent learners are able to apply taught strategies across contexts and often complete challenging tasks unassisted. The purpose of this paper is to explain how a process of analysis of assignments and evaluation can be applied in reading, writing, and with modifications in mathematics. This work draws on genre-based strategies, on oral language and dialogic pedagogy, and demonstrates how they can be applied across the curriculum to support students' transfer of knowledge and skills from writing instruction to responses to reading and mathematics aiding them in reflection and eventually independence. Further, the paper provides guidelines for teachers' explanations to promote critical thinking, questioning, and goal setting. |
|---|---|
| ISSN: | 1323-577X |
| DOI: | 10.7459/ept/43.1.04 |
