Abstract
The present study examined the influence on analogical problem solving of posing a problem for oneself. In Experiment 1, 2 convergence problems isomorphic to Duncker's radiation problem were utilized. A total of 36 junior college, university, and graduate students participated. After solving a base problem, participants in the problem-posing group were required to pose an analogous problem for themselves. Subsequently, these participants solved a target problem better than did those in a control group with no intervening problem-posing. In Experiment 2, ratio word problems that were isomorphic to each other were prepared. Participants, 76 junior college, university, and graduate students, were divided into 3 groups. Participants in the problem-posing group solved a target problem better not only than the control group, as was found in Experiment 1, but also than a presentation group that had been presented an additional isomorphic problem after they had solved the base problem. These results suggest that posing a problem for oneself is an effective teaching method to promote problem solving. Moreover, self-generated problems were found to be more effective than prepared isomorphic problems.
