Std-11 Samajshastra_Sociology Gujarati
Medium Textbook pdf Download
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Textbook Name: Std- 11 Samajshastra_Sociology- Gujarati Medium Textbook
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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 Samajshastra_Sociology pdf
Technology as a context for creativity is an important area of research. Much of the theorizing and research here has focused upon problem solving. The standard problem solving model called “the technological method” was proposed by Savage & Sterry (1990), in a work that had the imprimatur of ITEA. A facsimile of this model was subsequently proposed by Pucel (1992).
std 11 samajshastra book pdf
The approach calls for identifying a need, developing a solution strategy, producing a solution, modifying that solution, and implementing it. An important advance here is the model set forth by Custer (1995). Custer classified types of problem solving activities in terms of complexity and goal clarity. He shows that all problem solving activities are not of equal creative merit. Troubleshooting is not of the same order of creativity as inventing
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Custer’s model could be an important research tool in helping researchers classify problem-solving activities they see in practice. While some problems may lend themselves to algorithms, others may respond only to heuristics. A second work of importance here is that of Hill (1997), who designed an instrument that could gauge the mental processes that students employed as they solved technological problems.
GSSTB Textbook STD 11 Sociology Gujarati Medium PDF
Writing in the context of art education, Johnson (1995) suggested that “the elements and principles of art are not written in stone at all, but in something perhaps more like finger jello: loose, pliable, and hard to pick up” (p. 58). This kind of thinking is needed with respect to creativity and technology. Also needed are constructivist notions which hold that students may bring uniqueness to how they approach problems. For example, Wu, Custer & Dyrenfyrth (1996) explored whether personal style might be a variable in solving problems. McCormick, Murphy & Hennessy (1994) found that students do not solve problems following the traditional steps of design (see also Hennessy & McCormick, 1994).
