Creating a Workable Problem: Teacher Perceptions of Interactions During a Complex Puzzle Task
The six teachers, representing different orientations to the teaching/learning process and working with children in different ability groupings, who perceived the goal to be for the child to learn to organize and assemble the puzzle, used similar strategies. Moreover, these strategies were found to be similar to those in the literature associated with positive learning outcomes (Rogoff & Gauvain, 1986). This finding suggests that the six teachers interpretation of the goal may be more instrumental in the transaction of learning than their philosophical approach to the teaching/learning process or child ability level. The three teachers, representing different approaches to the teaching/learning process and working with children in the suspect to severe ability group, who perceived an abbreviated or alternate goal for the child used strategies somewhat similar to each other and different from the other teachers. Of the remaining teachers, no clear patterns were evident.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign