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This paper lies within the field of training on skills and presents the pedagogical aspects associated with problem-solving skills in primary school. The supportive pedagogical factors and the educational strategies that were adopted at the implementation of the teaching intervention in the third grade of Primary School are presented.The questioned concerned us was the following: To what extent can the issue of problem solving be taught, so that students can, firstly, understand and identify the aspects of each problematic situation and, secondly, make proposals on solutions, based on their cognitive abilities and their age.The implementation of the teaching intervention was organized on the basis of a targeted learning environment. In its context, learning opportunities emerged and a productive learning process was formed. As regards the evaluation of the teaching intervention, its results converge with the findings of research on the learning and development of the child (Cantor, Osher, Berg, Steyer, & Rose, 2018), the facilitating and supporting factors that contribute to it.

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