Abstract
This analogue study sought to determine the relative effectiveness of different instructional methods for teaching problem solving skills to teachers-in-training. Three instructional conditions (didactic, didactic + modeling, and didactic + modeling with rehearsal/feedback) and a control condition were compared on measures of problem identification and problem analysis. Results indicated that the didactic + modeling and didactic + modeling with rehearsal/feedback conditions were superior to didactic training in teaching problem-solving skills. Discussed are possible explanations for differences between the instructional conditions, the implications of these findings, limitations of this study, and directions for further teacher-training research in problem solving.
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Watson, T.S., Kramer, J.J. Teaching problem solving skills to teachers-in-training: An analogue experimental analysis of three methods. J Behav Educ 5, 281–293 (1995). https://doi.org/10.1007/BF02110316
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DOI: https://doi.org/10.1007/BF02110316