Rm Garrett

Problem‐solving and Cognitive Style

Abstract The paper explores the concept of cognitive style as a feature of individuality and its importance as a component of problem‐solving. Also considered are the nature of the problem and the interpretation of the situation by the person encountering the problem as vital influences. A review of work in this area is provided before supporting empirical evidence is presented. Findings from a controlled investigation of the problem‐solving abilities of 142 students studying physics at advanced secondary school level in the UK are given. A comparison of their solving activities with Field Articulation, Category Width and Impulsivity Reflectivity scores suggests that while further work must be carried out, caution must be exercised in making any extravagant claims for the importance of cognitive style in overall problem‐solving ability.

Globalisation and Skills for Development: some lessons from sub-Saharan Africa

This article reports on an international policy research study funded by the United Kingdom (UK) Governments Department for International Development (DfID), entitled Globalisation and Skills for Development in Tanzania and Rwanda: implications for education and training policy and practice. The research is a contribution to a broader ‘Skills for Development Initiative’ launched by the UK Secretary of State for International Development (Short, 1999). The study was a collaborative effort between the Universities of Bristol, Bath, Dar es Salaam and the Kigali Institute of Education. The findings and the analysis generated by this research are rich and complex.

Difficulties in Resolving Science Problems: a comparative study of English and Spanish pupils’ opinions

Abstract Very few international studies in science education have, in recent years, set out with the intention of making direct comparisons using specially designed instruments. Most work is at the descriptive level with comparison being invited of the reader. This study seeks to remedy this and to build upon a previous parallel study comparing the views of teachers, from Spain and England, of problem‐solving by examining pupils’ opinions of problems and the difficulties they encounter when trying to solve them. A specially designed instrument was used and given to a sample of students from Spain and England. These preliminary findings suggest that Spanish pupils tend to place their failures on an external locus, while English pupils place their failure more internally and blame themselves for their failures. There are also indications that teacher behaviour and school curricula might have an effect on the findings.