Instructors’ Beliefs and Values about Learning Problem Solving Documents
Charles R. Henderson,
H. Vincent Kuo, and
This paper presents preliminary hypotheses about a common core of faculty beliefs about how their students learn to solve problems in their introductory courses. Using a process of structured interviews and a concept map based analysis, we find that faculty appear to believe that students learn problem solving primarily through a process of reflective introspection (educators call this process metacognition) while they practice solving problems and getting assistance from example problem solutions.
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Published July 26, 2001
Last Modified July 11, 2010
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