Std-11 Psychology-Manovigyan -
Gujarati Medium Textbook Download
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Textbook Name: Std- 11 Psychology-Manovigyan Gujarati Medium Textbook
Language:
Class: Standard - 11
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-11 Psychology-Manovigyan pdf
There is thus the need for research that tries to find out just how students actually solve technological problems in classrooms. An important illustrative work here is that conducted by Glass (1992), in which the “thinkaloud approach” was used to gain deep insight into children’s creative thought while they solved problems. It can be argued that the most creative aspect of problem solving is problem finding (or problem posing).
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And research that can probe the depths of the imagination of children as they propose problems that require technology as solution would add much to our understanding of creativity and technology. Lewis, Petrina & Hill (1998) argue for greater attention to problem posing in the teaching of the subject, and propose constructivism and situated cognition as conceptual frames that can be utilized as backdrops for such studies.
std 11 manovigyan book pdf
Within science education are examples of how constructivism and situated cognition approaches are used in the examination of problem posing as children do science. For example, Roth (1995) videotaped children as they worked on solutions to engineering structures problems, subsequently analyzing the dialogue employed by them as they worked cooperatively to solve the problems. It was found that students exhibited flexibility in framing and re-framing the problems. The process was not linear. In a like vein Appleton (1995) studied how students explored the problem space in solving discrepant event problems in science.
GSSTB Textbook STD 11 Psychology- Manovigyan Gujarati
The social context of the classroom, and encouragement to the students by the teacher to find their own solutions, were key factors in learning. From the realm of mathematics, Cobb, Yackel & Wood (1989) raised the prospect that affect may be a factor in how children solve problems. This is interesting, suggesting that teachers have a role to play in influencing affective behavior. Teachers who provide encouragement and support may get better results or response from children than those who do not.