Real Life Problem Solving

Real Life Problem Solving-45
Issues in Teacher Education, Publication Date: 22-MAR-05 Dass, Pradeep M.Recent science education reform efforts have focused on science instruction that enhances student understanding of the nature of science, enables them to critically analyze scientific information as well as to apply it in real-life situations, and sets them on a path of life-long learning in science.

Websites This article examines the theoretical underpinnings of situated cognition and derives implications for the design of situated learning environments.

The conceptual framework centers on four basic issues: the role of context, the role of content, the role of facilitation, and the role of assessment.

Guidance in using videodiscs and CD-ROMs is programmed and controlled by a computer that directs students' attention and frequently requires students to make decisions about their own learning.

Effective programs, particularly at the secondary and college levels, show that student achievement and attitudes improve with their use, and that in some cases interactive videodiscs are an effective substitute for conventional laboratory experiences such as dissections in biology.

Many fail to associate the variable "x" used extensively in algebra problems to letters standing for variable names in physics problems.

Even within the science course itself, many students fail to recognize that the topics they are studying apply to real-life situations.

Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question. This transformation of education requires a new approach to the design, development, and implementation of both curricula and education; a reengineering of the instructional design process.

Using Integrated Electronic Environments for Collaborative Teaching/Learning Learning and Instruction, Vol. The position of this contribution is that traditional didactic instruction and instructional design models - at least at the level of higher post-secondary education - must be relegated to the past.

Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member.

If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Comparative international reports and evaluation reports or audits on the quality of university studies reflect a concern about the quality of graduates in their plea for more skills-oriented education, more real-life orientation of study, more group work and interdisciplinary collaboration, less emphasis on declarative knowledge, et cetera.

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