The brain and Learning, Information processing theory, and Problem-solving methods during the learning process

The new site related to this week learning:  The brain and Learning, Information processing theory, and Problem-solving methods during the learning process consist of:,+information+processing+theory,+and+problem-solving+methods&hl=en&as_sdt=0&as_vis=1&oi=scholart

The site presents a critique of contemporary research, which uses the notion of a mental image as a theoretical construct to describe one form of memory representation. It exposes the reader to various topics under information processing.  Another advantage of the site consists of the media presentation of various concepts on consciousness and processing.   The author presents a description of problem-solving theory in terms of information processes for use in a digital computer. The postulates are: “A control system consisting of a number of memories, which contain symbolized information and are interconnected by various ordering relations; a number of primitive information processes, which operate on the information in the memories; a perfectly definite set of rules for combining these processes into whole programs of processing.”  /  The site is educative and informative, broadening the inquirer’s mind for research; it is a melting pot website with given examples of how processes that occur in behavior can be realized out of elementary information processes. “The heuristic value of this theory is pertinent to theories of learning, perception, and concept formation”.

As a math teacher, I consider problem solving as among the most important learning outcomes, and on this site few instructional design prescriptions are available for designing problem-solving instruction and engaging learners.  As Dr Omrond stated in her video presentation, Instructional Designers need to distinguish between well-structured problems and ill-structured problems. “Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters, which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best”. This site presents models for how learners solve problems and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.

Published in: on March 14, 2010 at 8:01 pm  Leave a Comment  

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