English

ERIC ED085648: Recognizing and Formulating Problems: Learning to Comprehend and Organizing Knowledge into Structures.

Comprehension of a problem or task that is generated in the real world rather than presented as a well-defined problem-statement of the kind encountered in textbooks or psychological laboratories was related to the ability of recognizing, selecting and formulating problems. The process of acquiring and utilizing this ability was conceptualized with the help of flow diagrams for algorithms. This resulted in the furthering of a new and fruitful theory of cognitive learning which stresses the formation and use of hypothesis and how to represent them. New experimental techniques were developed for measuring performance and quality of questions, on problems requiring shifts in representation. These were applied to investigate the effect of experience in learning to formulate such problems in fifth graders and in college students. New procedures for exposing learners to such experiences were also derived and tested. Results suggest that children learn problem recognition and formulation if they are exposed to inquiry-provoking situations where they have to form hypotheses. College students with experience in having to shift representations perform better on tasks requiring such shifts th

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