1. This chapter is about problem solving and problem solving techniques. The author goes into how we identify problems, but I found the area of how we processes them more interesting. I found the examples in the Means-Ends Heuristic to be very sound from my way of thinking. I believe that by breaking problems down into smaller digestible sub-problems. This allows for multiple ways of trying to work through the problem. In my own personal opinion, I believe this is what allows students to absolve themselves from certain situations. They break it down then rationalize why the problem occurred and keep working a conclusion until they find one that doesn't place honest on them.
2.I found this chapter very interesting and relating to chapter 8. I thought the information we learned about how we store knowledge gave me a better understanding of how we solve problems. Though the author did make this relation in the book, how we intake general knowledge will have a profound effect on how solve problems, I thought that he could have went deeper. How does the different approaches of how we store stimuli affect how we problem solve? Is there a difference?
3. What am I still not clear on? Functional Fixedness! I have read and I think I understand the basic premise of functional fixedness. Yet, I cannot think of an example where it has happened. Does that mean my mind is not fully wrapping itself around the ideal? Then I began to wondering since I network my knowledge maybe I see a lot of things having multiple uses so this process doesn't happen to me as much.
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I struggled with finding an example of functional fixedness as well. What about applying it to your basketball coaching? I don't know a lot about basketball, but I do know the girls (well, somewhat). I have this feeling they get ff all the time! For instance, they might use a specific play constantly because they might think it works well (and so do you). But, when you are playing a different team, you resort back to your ff and do the same plays because you think it works all the time but you discover it's a different team and it's not working. That is when you have to overcome ff and find an alternative or use the play that works in a different situation. So, here's an example I just asked my husband about. I asked about free throws. They have multiple purposes. Not only can they be used to help gain offensive points, but they can also be used to slow down a game (or extend the game) or to get the ball back. So, free throws are used in multiple ways rather than just one way. But, maybe you knew this so it wouldn't be functional fixedness since you more than likely know that but to me it was ff until I asked about it. Hope this sparks some thought to help you with an example of ff! Have a great one!
ReplyDeleteAt first I was stuck on Functional fixedness also, but then after talking with Jenn, i began to realize how often we use different methods/ objects in contexts other than what they are meant for. Take a knife for example, we use it to cut (which is the FF method), but we can also use the end as a screw driver, the handle to tap jars that wont open, the blade to scrape stuff off, etc. Look around your classroom and I am sure your students will remind you of FF and the many ways that pens/pencils are more than just writing implements!
ReplyDeleteI agree with you about the Function fixedness. I struggled with that too! I had to ask JJ about it since he was the discussion leader and he helped me understand it better. After this, I found that I have a lot of examples of this I just never knew it!
ReplyDeleteThanks to everyone who posted. Kerry that was a perfect example. I could not think of one to save the world. I think it is my thought process that does not allow me to think like that or at least recall when I have done it.
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