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A broadened view of intelligence

The Programme for International Student Assessment (PISA) has given high priority to a broadened understanding of intelligence and found that problem-solving skills broader than the traditional conception of intelligence are markedly different from the traditional proficiency in maths, science and reading.

Looking at the broader implications of this on the existing education systems, teaching and instruction should focus more on cognitive flexibility, problem-solving and aspects of intelligence that are amenable to change.

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MORE IDEAS FROM THE SAME ARTICLE

For decades, scientists have investigated intelligent and less intelligent behaviour. Many definitions of intelligence, sometimes even contradicting each other, have emerged as a result.

The fundamental question is if one can teach intelligence. If we view intelligence as using some basic cognitive abilities for efficient information processing, it is probably impossible.

  • Teaching students strategies to increase self-monitoring and evaluation when problem-solving.
  • Using teaching methods that help with a deeper understanding of the structure that underpins new problems.

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