Content, Composition and Structure of Pedagogical Software and Problem-Solving Methods.

This paper describes an approach to instruction and learning processes in professional training schools using microcomputers and computer assisted instruction (CAI). It is argued that the use of computers in education changes existing approaches to teaching and learning by focusing on the structure of the information being taught, the organization of the technology used to teach that information, and the differences among people learning the information. A teaching model is proposed that differentiates between the knowledge and skills that must be learned in professional training, focusing more on the general creative thinking and problem solving abilities rather than on specific subject domains. The modeling pedagogical software (MPS) is described as a CAI software program that helps students develop algorithmic problem solving skills involved in conducting scientific experiments. (It is noted that the investigatory method of solving problems, as opposed to the algorithmic method, is used primarily in instructional research.) The investigatory pedagogical software (IPS) reflects the structure and organization of investigatory studies and uses relevant subject content. The Computer Integrative Practicum (CIP) is described as an IPS system that integrates investigatory, creative, and professional skills using content in general and professional subjects. CIP also focuses on the complexity of the interaction between student and computer, the depth of integration of teaching and learning materials, and the interrelation of model and real experiment. The 15 references provided are in Russian. (DB)