Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science.

An argument is detailed for modifications to some traditional procedures of mathematics and science instruction. It is suggested that cognitive research findings, in revealing the essential domain specificity of problem-solving skills, have pointed to negative aspects of some traditional emphases. As a major example, conventional problem solving frequently can interfere with the acquisition of knowledge. Alternatives to problem solving such as studying worked examples can be equally ineffective unless they are designed in accordance with current findings. It is concluded that if material is structured with learning rather than goal attainment in mind, problem-solving skills can be enhanced substantially. (PsycINFO Database Record (c) 2010 APA, all rights reserved)