The purpose of this study was to develop and evaluate a classroom model for diagnosing the problem-solving skills of elementary school students. The resultant model includes (a) traditionally administered tests that assess the students's ability to solve typical textbook problems, and (b) a test using the Logo computer lanuage that assesses the degree of procedural thought used by the student when solving process problems. The model was field tested with 12 students in Grades 4.9 through 6.9. A case study was written for each subject in the form of a diagnostic report. The model was evaluated by comparing the predicted and actual behaviors demonstrated by each subject while solving three textbook and two process problems. It was decided that the model would be considered a viable method for diagnosing problem-solving skills if the predictions matched the performance for 80% of the subjects. Results indicated that (a) the model can provide information for accurately diagnosing the problem-solving skills of selected elementary school students, (b) Logo can be used to assess the degree of procedural thinking students use when solving process problems, and (c) students seem to solve dissimilar problems using a consistent degree of procedural thinking. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2790. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75384 |
| Creators | Hopkins, Martha H. |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 321 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.002 seconds