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Confucius say: Tell me and I will forget; show me and I may not remember;

Teaching. Wisdom. Confucius say: Tell me and I will forget; show me and I may not remember; involve me and I will understand. or. ????. Problem. What?. Problem Solving. Why?. So if problem solving could be said to assist in the construction of these networks of understanding,.

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Confucius say: Tell me and I will forget; show me and I may not remember;

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  1. Teaching Wisdom Confucius say: Tell me and I will forget; show me and I may not remember; involve me and I will understand.

  2. or ????

  3. Problem What?

  4. Problem Solving Why?

  5. So if problem solving could be said to assist in the construction of these networks of understanding, what is the problem?

  6. Given: Mushrooms @ $2.64/kg mushrooms 2.2 lb/kg 3.0 lb of mushrooms Objective: $ Pathway: ?

  7. Given: Mushrooms @ $2.64/kg mushrooms 2.2 lb/kg 3.0 lb of mushrooms Objective: $ Pathway: ? $2.64/kg

  8. Given: Mushrooms @ $2.64/kg mushrooms 2.2 lb/kg 3.0 lb of mushrooms Objective: $ Pathway: 2.2 lb/kg $2.64/kg Answer:

  9. Objective: m (AgNO3) in g Given: 2.00L of Pathway: ?

  10. Objective: m (AgNO3) in g Given: 2.00L of Pathway: ?

  11. Objective: m (AgNO3) in g Given: 2.00L of Pathway: Answer:

  12. Objective: m (AgNO3) in g Given: 2.00L of Pathway: Answer:

  13. Rules of Pathway Logic 1. Reasoning begins with the Objective. 2. Each step represents a direct relationship. 3. When the pathway reaches information that is known, the pathway is complete. 4. When the pathway reaches the unattainable, the problem solver must return to a previous objective, eliminating the branch under construction.

  14. A plot of the fraction of students who obtained a grade less than or equal to the grade on the x-axis, for those students who used Pathways (pink) and those who did not (blue)

  15. Komogorov-Smirnov where D is the maximum difference between the groups and P is the probability that the two groups are identical

  16. An example of a graph for which P that the two groups are identical is very small:

  17. An example of a graph for which the P that the two groups are identical is NOT small:

  18. Pathway Use Over the Semester

  19. Correlation between Pathway Use and High School Grades

  20. Correlation between Pathway Use and High School Grades for tests 2 and 3

  21. So where does this leave us? In Alberta: there is a clear gap, that nobody owns, between secondary and university levels. In Quebec, is there a gap? By the numbers, no. But do we not also find that students have not developed independence in novel problem-solving situations?

  22. Objective: to develop independence in student resolution of novel problems Given: the education system as it exists in Quebec Pathway:

  23. Objective: to develop independence in student resolution of novel problems Given: the education system as it exists in Quebec Pathway: !!! The End (?)

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