A new approach to high-order cognitive skills in linguistics: problem-solving inference in similarity to computer science

A central issue in the design of curricula for all school levels is the development of the learners' high-order thinking skills and metacognitive skills. Among such required skills is the ability to solve problems. The literature dealing with the development of problem-solving skills is vast an...

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Bibliographic Details
Published in:Journal of further and higher education 2019-03, Vol.43 (3), p.333-346
Main Authors: Shilo, Gila, Ragonis, Noa
Format: Article
Language:English
Subjects:
Cognition & reasoning
Comparative Analysis
Computer Science
Computer Science Education
Correlation
correlation between disciplines
Curriculum Design
Difficulty Level
Grammar
High School Students
high-order cognitive skills
Information Retrieval
Linguistics
Linguistics education
Metacognition
Middle School Students
Prior Learning
Problem Solving
problem-solving questions
Questioning Techniques
Skill Development
Taxonomy
Teaching Methods
Thinking Skills
Vignettes
Worksheets
Citations: Items that this one cites
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Summary:A central issue in the design of curricula for all school levels is the development of the learners' high-order thinking skills and metacognitive skills. Among such required skills is the ability to solve problems. The literature dealing with the development of problem-solving skills is vast and primarily addresses the scientific disciplines, even though the importance of integrating such skills into all disciplines is widely mentioned. The current study aims to compare problem-solving questions used in two seemingly different disciplines: linguistics and computer science. Our premise was that the basis for imparting problem-solving skills is asking problem-solving questions. We analysed problem-solving questions posed in various teaching and learning school scenarios for keywords, and identified nine categories of problem-solving question keywords common to both disciplines. We present those categories and extend our study of two categories to demonstrating the ability to follow the problem-solving process in linguistics is similar to the exact sciences.
ISSN:0309-877X
1469-9486
DOI:10.1080/0309877X.2017.1361515