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- W2016791602 endingPage "407" @default.
- W2016791602 startingPage "363" @default.
- W2016791602 abstract "Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in a description of how high levels of proficiency in problem solving are acquired and how problem solving skills might best be taught, keeping in mind a distinction between well and ill-structured problems. The need for practice materials is discussed, and some desirable qualities of such materials are suggested. Finally, several unresolved issues regarding instructional methods are considered." @default.
- W2016791602 created "2016-06-24" @default.
- W2016791602 creator A5011258081 @default.
- W2016791602 date "1983-06-01" @default.
- W2016791602 modified "2023-10-16" @default.
- W2016791602 title "IMPLICATIONS OF COGNITIVE THEORY FOR INSTRUCTION IN PROBLEM SOLVING" @default.
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- W2016791602 doi "https://doi.org/10.1002/j.2330-8516.1983.tb00019.x" @default.
- W2016791602 hasPublicationYear "1983" @default.
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