ERIC ED394037: Problem Solving and Constitution of Knowledge at Work. Research Bulletin 92.

281 Pages·1996·3.1 MB·English

by  ERIC

0
DOCUMENT RESUME
CE 071 394
ED 394 037
Llorente, Juan Carlos
AUTHOR
Problem Solving and Constitution of Knowledge at
TITLE
Work. Research Bulletin 92.
Helsinki Univ. (Finland). Dept. of Education.
INSTITUTION
ISBN-951-45-7278-5; ISSN-0359-5749
REPORT NO
96
PUB DATE
281p.
NOTE
Research/Technical (143)
Reports
PUB TYPE
MF01/PC12 Plus Postage.
EDRS PRICE
Adult Basic Education; Adult Education; *Adult
DESCRIPTORS
Learning; Adult Literacy; Adults; Building Trades;
Case Studies; Comparative Analysis; *Developmental
Tasks; *Educationally Disadvantaged; Foreign
Countries; Household Workers; Illiteracy; *Learning
Processes; Learning Strategies; Models; *Piagetian
Theory; *Problem Solving; Rural Areas; Task
Analysis
*Argentina
IDENTIFIERS
ABSTRACT
A study examined the strategies and processes used by
experience to
a sample of 33 Argentinean adults with little school
solve problems and acquire knowledge at work. A Piagetian
methodological approach was used to observe adults in building,
rural, and domestic work settings and to analyze empirical data
regarding their behavior in task-oriented problem situations as a
particular mode of knowledge constitution and their application of
that knowledge in everyday work-related tasks. The constituents of
the task-oriented situations studied were analyzed in relation to the
social constraints emerging during the problem-solving procedure. The
nature of cognitive activity in everyday situations was illustrated
through case studies demonstrating the interactive and constructive
nature of everyday knowledge. It was concluded that the processes by
which individuals with relatively little education acquire knowledge
are not very different from those used by educated people. An
interpretive framework was presented for studying everyday activities
as education-related issues. It was recommended that the potential of
low-literate adults be used as a starting point for educational
intervention. (Contains 135 references. Appended is information
regarding the following: sample, work practices, study questions,
latest interview, adults in the schooling situation, and interview
profiles.) (MN)
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RESEARCH BULLETIN 92
Juan Carlos Llorente
PROBLEM SOLVING AND
CONSTITUTION OF KNOWLEDGE
AT WORK
Helsinki 1996
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Recyclable product with low
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ISBN 951-45-7278-5
ISSN 0359-5749
Printed in Finland by Hakapaino Oy
Helsinki 1996
4
ABSTRACT
Problem Solving and Constitution of Knowledge at Work
Juan Carlos Llorente
The object of the study is problem solving and the constitution of
knowledge at work by adults who have little school experience. The
origin of the research is the inconsistency identified in Educación
Genetic
Argentina. The
framework
is
theoretical
Popular
in
Epistemology and Psychology (Piagetian theory). Discontinuities
between the epistemological, psychological and pedagogical levels are
Constructivism,
of
study.
object
the
locating
for
analyzed
interactionism and their explicative process of equilibration are
examined as the central thesis of Piagetian theory.
I concentrate on three working contexts: a) building work, b) rural
work and c) domestic work, the latter involving domestic help and
housewives. Within each of these settings I have considered some
specific practices for analysis e.g. the building of an octagonal corner,
the pruning of fruit trees and the preparation of jam. I apply a
Piagetian methodological approach in collecting and analysing the
empirical data.
Therefore, I focus on task-oriented problem situations as a particular
mode of knowledge constitution and the use of knowledge in carrying
show
out everyday work-related tasks. Relevant cases are selected to
the use of knowledge and problem solving at work by illiterate adults.
When dealing with problem solving, my concern is specially in the
characterization of problem situations, i.e by developing a theoretical
interpretation of subjects' descriptions. I analyze the constituents of the
task-oriented problem situations in relation to social constraints that
The constituents are the
emerge in the problem solving procedure.
problem solver, the objective elements of a situation and the social
context.
In relation to subjects' everyday knowledge, I am interested in
observing knowledge constructed in particular work-related practices.
Thus, I try to capture the nature of cognitive activity in everyday
situations by showing the interactive and constructive character of
everyday knowledge. The study supports the idea that formative
processes of knowledge do not seem to be very different from those
of educated people.
The study presents an interpretative framework for studying everyday
activities as educational-related issues. Task-oriented problem situations
and work routines are characterized by models which describe the
interrelationships of the constituents and their relation to breaks in the
work routine.
Finally, The study emphasizes the need to use the potential of illiterate
adults as a starting point for educational intervention. Accordingly the
everyday knowledge of adults could be utilized in different kinds of
educational practices. Piagetian theory proves here to be a useful
approach to understanding adults' cognitive processes at work.
Key words:
Task-oriented problem situations, everyday knowledge,
illiterate adults, work-related activities
ACKNOWLEDGEMENTS
those persons who I have
I would like to start by acknowledging
workers, domestic workers and
worked with in Argentina, the building
Professor Alicia Lenzi, my
niral workers. My heartfelt thanks to
former director in Buenos Aires.
members of the Department of Education,
I express my gratitude to the
I found an extremely friendly
the University of Helsinki where
otherwise this would have
environment in which to develop this study,
deeply felt thanks to all of them.
not been possible. My
Professor Seppo Kontiainen and
I would like to mention specially
supervisors, who have warmly
Associate Professor Kari E. Nurmi, my
and academic experience in
combined their personal commitment
study. I extend my gratitude to the
fostering the development of this
and Cultural Context.
members of the project Adult Learning
Professor Jarkko Hautamaki who
I want to acknowledge particularly
Licentiate Thesis and Pre-examiner for
has acted as examiner in my
thanks to him for his permanent
this academic dissertation. My
Piagetian interpretations.
encouragement and comments on
A. Niemi from Northern Illinois
I cordially thank Professor John
in my Licentiate Thesis for his
University who acted as Examiner
work.
comments and concern for my
Coben from Goldsmiths College,
Warm and deep thanks to Dr. Diana
pre-examiner to the final
University of London, who contributed as
illuminating comments. I also extend my
stages of the study, for her
who kindly revised the English
thanks to Ms. Gillian Thumpston
language in my thesis.
7
In the process of developing
this thesis I have
gone through various
unforgettable exciting experiences
linked with the venture of
settling
down in a different cultural
context. As an Argentine friend of mine
says, these experiences as a foreign student
were altogether a parallel
thesis. They have enriched
me in many different ways and I have
to
thank all who have shared
with me different moments
during this
intellectual and human adventure.
I must also mention the
constant encouragement received from
Mr.
Pertti Mustonen as
a Finn and friend. Special acknowledgement
is
extended to my comrade and friend
Mr. Kari Kantasalmi who shared
with me the day-to-day activities
in our tiny smoke-filled office
and
long after work discussions.
Sincere thanks also to
a friend and
colleague Mr. Tuomo Aalto who
made possible the achievement
of
many important aspects of my thesis related
to the presentation.
Finally, I gratefully acknowledge
the financial support received
during
different stages of this study from
Universidad Nacional del Comahue
of Argentina; Centre for International
Mobility (aM0), Ministry of
Education of Finland; Department
of Education, the University
of
Helsinki and 350 Anniversary Fund,
the University of Helsinki.
Helsinki, February 1996
Juan Carlos Llorente
,Ei
TABLE OF CONTENTS
5
INTRODUCTION
15
1 - CONTEXT OF THE STUDY
19
Educación popular in Latin America
1.1
24
Dimensions of Educación Popular
1.2
29
Obstacles
1.3
32
Discontinuities
1.4
37
The research project
1.5
39
Adult education research and practice
1.6
42
Summary
1.7
45
2 - CONSTITUTION OF KNOWLEDGE
Is Piagetian theory epistemological,
2.1
47
psychological or pedagogical?
49
Piaget's ideas in adult education
2.2
52
EpistemoIogical-psyc:iological interpretation
2.3
56
Epistemological level
2.3.1
66
Psychological level
2.3.2
76
The level of pedagogical interventions
2.3.3
83
Summary
2.4
85
3 - PROBLEM SOLVING
87
Interactions and conflicts
3.1
96
Conditions underlying problem situations
3.2
99
Different approaches
3.3.
106
The role of conflicts
3.4
109
Summary
3.5
4 - METHODOLOGY
111
4.1
Piagetian clinical-critical exploration
111
4.2
Piagetian methodology in Adult Education
119
4.3
Sample
123
4.4
Description of the research process
125
4.5
The limitations and possibilities of the data
146
4.6
Summary
148
5 - TASK-ORIENTED PROBLEM SOLVING
AT WORK
151
5.1
Building a model from the empirical
evidence
154
5.2
Constituent elements of a problem situation
155
5.3
Routines at work
164
5.4
The constituents and the routine
processes
169
5.5
Summary
174
6 - CONSTITUENTS OF A PROBLEM
SITUATION
177
The problem solver
6.1
178
6.2
The objective elements of a situation (OES)
183
6.3
The social context
189
6.4
Summary
197
7 - THE USE OF KNOWLEDGE AT WORK
199
7.1
Housewives and domestic workers
202
7.2
Building workers
209
7.3
Rural workers
216
7.4
Summary
220
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