Designing a framework for problem posing: Young children generating open-ended tasks

Thomas Lowrie

    Research output: Contribution to journalArticle

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    Abstract

    This article describes the type of problems young children (aged six) generated in problem-posing contexts. With support, the children began to generate increasingly sophisticated problems that were open-ended in nature. The problem-solving situations provided opportunities for the children to pose problems they enjoyed solving and promoted both a more complex and motivating learning environment. The results indicate that the problem-posing actions of students can be nurtured by teachers' actions.
    Original languageEnglish
    Pages (from-to)354-364
    Number of pages11
    JournalContemporary Issues in Early Childhood
    Volume3
    Issue number3
    DOIs
    Publication statusPublished - 2002

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