Problem solving: Difference between revisions
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== Introduction == | == Introduction == | ||
{{quotation|Problem solving is generally regarded as the | |||
most important cognitive activity in everyday | most important cognitive activity in everyday | ||
and professional contexts. Most people are | and professional contexts. Most people are | ||
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in part, because our understanding of its | in part, because our understanding of its | ||
processes is limited.}} (Jonassen, 2000)<ref>Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref> | processes is limited.}} (Jonassen, 2000)<ref>Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref> | ||
== Bibliography == | == Bibliography == | ||
Revision as of 16:31, 16 April 2019
Introduction
“Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required informal educational settings, in part, because our understanding of its processes is limited.” (Jonassen, 2000)[1]
Bibliography
- ↑ Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents