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Perspectives on problem solving and instruction

Author:

Jeroen J. G. Van MerriëNboerAuthors Info & Claims

Computers & Education, Volume 64

Pages 153 - 160

https://doi.org/10.1016/j.compedu.2012.11.025

Published: 01 May 2013 Publication History

Abstract

Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving as a goal, a method, and a skill. As a goal, problem solving should not be limited to well-structured problem solving but be extended to real-life problem solving. As a method, problem solving has clear limitations for novice learners; providing ample support to learners is of utmost importance for helping them to develop problem-solving skills. As a skill, problem solving should not be seen as something that only occurs in the early phases of a process of expertise development but as a process that develops in parallel in System 1 and System 2. The four-component instructional design model (4C/ID) is briefly discussed as an approach that is fully consistent with the conceptualization described in this article and as a preliminary answer to the question how problem solving is best taught.

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Cited By

Pozzan GPadova CMontuori CArfé BVardanega TMonga MLonati VBarendsen ESheard JPaterson J(2024)Experimental Analysis of First-Grade Students' Block-Based Programming Problem Solving ProcessesProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653586(143-149)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653586
Wang TLi STan CZhang JLajoie S(2023)Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievementsComputers & Education10.1016/j.compedu.2023.104924207:COnline publication date: 1-Dec-2023
https://dl.acm.org/doi/10.1016/j.compedu.2023.104924
Izu CBecker BQuille KLaakso MBarendsen ESimon (2022)Modelling the Use of Abstraction in Algorithmic Problem SolvingProceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 110.1145/3502718.3524758(193-199)Online publication date: 7-Jul-2022
https://dl.acm.org/doi/10.1145/3502718.3524758
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Perspectives on problem solving and instruction
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cover image Computers & Education

Computers & Education Volume 64, Issue

May, 2013

194 pages

ISSN:0360-1315

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Copyright © © 2013.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 May 2013

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Cited By

Pozzan GPadova CMontuori CArfé BVardanega TMonga MLonati VBarendsen ESheard JPaterson J(2024)Experimental Analysis of First-Grade Students' Block-Based Programming Problem Solving ProcessesProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 110.1145/3649217.3653586(143-149)Online publication date: 3-Jul-2024
https://dl.acm.org/doi/10.1145/3649217.3653586
Wang TLi STan CZhang JLajoie S(2023)Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievementsComputers & Education10.1016/j.compedu.2023.104924207:COnline publication date: 1-Dec-2023
https://dl.acm.org/doi/10.1016/j.compedu.2023.104924
Izu CBecker BQuille KLaakso MBarendsen ESimon (2022)Modelling the Use of Abstraction in Algorithmic Problem SolvingProceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 110.1145/3502718.3524758(193-199)Online publication date: 7-Jul-2022
https://dl.acm.org/doi/10.1145/3502718.3524758
Larmuseau CVanneste PDesmet PDepaepe FHsiao SCunningham JMcCarthy KLynch GBrooks CFerguson RHoppe U(2019)Multichannel data for understanding cognitive affordances during complex problem solvingProceedings of the 9th International Conference on Learning Analytics & Knowledge10.1145/3303772.3303778(61-70)Online publication date: 4-Mar-2019
https://dl.acm.org/doi/10.1145/3303772.3303778
Sicilia MGarcía-Barriocanal ESánchez-Alonso SRóżewski PKieruzel MLipczyński TRoyo CUras FHamill C(2018)Digital skills training in Higher EducationProceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality10.1145/3284179.3284312(781-787)Online publication date: 24-Oct-2018
https://dl.acm.org/doi/10.1145/3284179.3284312
de la Peña Esteban FCasas DRey MTorralbo JLara Torralbo JAljawarneh S(2018)Application of simulators for teaching engineering subjectProceedings of the First International Conference on Data Science, E-learning and Information Systems10.1145/3279996.3280000(1-5)Online publication date: 1-Oct-2018
https://dl.acm.org/doi/10.1145/3279996.3280000
Kang JLiu MQu W(2017)Using gameplay data to examine learning behavior patterns in a serious gameComputers in Human Behavior10.1016/j.chb.2016.09.06272:C(757-770)Online publication date: 1-Jul-2017
https://dl.acm.org/doi/10.1016/j.chb.2016.09.062
Cummins SStead AJardine-Wright LDavies IBeresford ARice AHaywood JAleven VKay JRoll I(2016)Investigating the Use of Hints in Online Problem SolvingProceedings of the Third (2016) ACM Conference on Learning @ Scale10.1145/2876034.2893379(105-108)Online publication date: 25-Apr-2016
https://dl.acm.org/doi/10.1145/2876034.2893379
Barak MLevenberg A(2016)Flexible thinking in learningComputers & Education10.1016/j.compedu.2016.04.00399:C(39-52)Online publication date: 1-Aug-2016
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Frerejean Jvan Strien JKirschner PBrand-Gruwel S(2016)Completion strategy or emphasis manipulation? Task support for teaching information problem solvingComputers in Human Behavior10.1016/j.chb.2016.03.04862:C(90-104)Online publication date: 1-Sep-2016
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