Productive Thinking in Place of Problem-Solving?

Abstract

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer (1945) and Duncker (1935). Firstly, these specific features are dealt with and their educational implications compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding.

Rogers und Gloria: Der aktuelle Forschungsstand zum Demonstrationsgespräch

“…• wenn es sich um persönliche bzw. subjektive Stellungnahmen oder Kommentare, Zusammenfassungen des Gesprächs, Reviews oder Book Reviews handelte (Bohart, 1991, Brodley, 2004, Ellis, 1986, Fiedler, 1971, Lumbelli, 1997, Lynch, 1997, Moon, 2007, Moon, 2009, Rosenthal, 2005, Rosenzweig, 1996, Weinrach, 1990a, Weinrach, 1991,…”

Middle school students’ mathematical problem-solving ability and the influencing factors in mainland China

“…However, various psychological theories maintain different interpretations of problem-solving, and there is no comprehensive view to date. The previous behaviorist theory considered problem-solving to be trial and error, while the Gestalt theory considers it to involve insight (Kilpatrick, 1978;Lumbelli, 2018). Actually, in the process of problem-solving, trial and error and insight are not mutually exclusive and often occur alternately.…”