ABSTRACT
In the earlier chapters the principles of a problem-solving curriculum were explained and exemplified. Those principles are not difficult to understand. What is often difficult is the application of research in your own vocational area. This difficulty arises because researchers and practitioners have different aims: the former being concerned with extending what is known about thinking processes; and the practitioner with how to handle the next instructional session. The purpose of this chapter is to set out applications which have been developed and tried out in a number of colleges with both school leavers and adults who wanted to re-train for the catering industry. Much of the instruction and practice took place in training restaurant kitchens where lunches were prepared for guests.
