Skills required to solve complex problems and their assessment and development in secondary school
DOI:
https://doi.org/10.12697/eha.2021.9.1.06Keywords:
complex problems, mathematical probleem-solving, algorithmic problem-solving, inquiry-based problem-solving, Confirmatory Factor AnalysisAbstract
Siinses uuringus selgitasime, kas komplekssete probleemide lahendamise oskus on kirjeldatav ja arendatav matemaatilise, algoritmilise ja uurimusliku probleemilahendamise strateegiate põhjal. Esmalt kohandasime hindamisvahendid nende oskuste hindamiseks gümnaasiumis ning kirjeldasime 10. klassi õpilaste oskuste taset. Matemaatilisel probleemilahendamisel eristus kaks faktorit: probleemülesande lahendamise kavandamine ja lahendamine ning tulemuste tõlgendamine. Algoritmilisel probleemilahendamisel eristus üks üld- ja kaks spetsiifilist faktorit: algoritmiline mõtlemine ja mustrite äratundmine. Uurimuslikul probleemilahendamisel eristusid suunaseadmine, uurimine ja järeldamine. Kolm probleemide lahendamise strateegiat olid ühendatavad üheks tunnuseks, mida võib vaadelda komplekssete probleemide lahendamise oskusena.
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