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TITLE What We Know ( and What We Don ' t Know ) about Training of Cognitive Strategies for Technical Problem Solving
| Content Provider | Semantic Scholar |
|---|---|
| Author | Solving |
| Abstract | The topic of teaching troubleshooting is examined as an example of the teaching of cognitive strategies for technical problem solving. The traditional behavioral approach to teaching troubleshooting has essentially been algorithmic. Recent cognitive research suggests an approach founded first on task analysis and characterized by: (1) analysis of the symbol system used; (2) representation of the system under study; (3) identification of failure modes; (4) specific solution algorithms; and (5) derived heuristics which may be applied to guide linking of the detailed solution algorithms. Instructional strategies then would be developed for each of these areas. The teaching of troubleshooting for IBM's CICS application programming system is given as an example of the practical application of these principles. Much remains to be confirmed about teaching troubleshooting. Research on the learning psychology side of the cognitive field has surpassed research on the instructional psychology side. An instructional psychology should be developed using cognitive psychology as a basis. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED292813.pdf |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/ED292813.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
