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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Yorde, Susan L.

Contributors dc:contributor

• McCollum, Jeanette A.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI9971232

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80419