A framework to foster problem-solving in STEM and computing education

Abstract

Background: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework. Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving. Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics. Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short. Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a finegrained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved.

Boundary crossing pedagogy in STEM education

“…Problem solving plays a central role in STEM education. STEM learning and thinking is usually situated in the context of problem solving (see, for example, Li et al, 2019;Priemer et al, 2019). A view for STEM boundary crossing is to regard the problem-solving process as a boundary object.…”

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

“…Recently, Shanta and Wells (2020) found that technology-based learning and engineering design significantly affect students' problem-solving skills. In line with that, Priemer et al (2020) and Lin et al (2015Lin et al ( , 2020 explained that learning by integrating science, technology, engineering, and mathematics can improve student problemsolving. Another report shows that as a type of life skill, student problem-solving can improve in a project-based learning environment (Wurdinger & Qureshi, 2015).…”

Challenges of Online-Education: What Society Expects From Teachers

“…-today is probably the most developed problematics as to online education in general. Since the exact sciences are the most logical and algometric ones, they became natural basis for testing the idea of using online education as a form of providing educational services and a lot of simulators are made all over the world (LeCun, et., 2015); • online education as additional opportunities for secondary and higher education, highly specialized training and retraining programs for adults -based on the position that modern adolescents (the age of middle and high school, as well as students of higher educational institutions) already have collective learning skills and psychologically are more inclined to individual forms of gaining educational services, online education is almost an ideal form of getting knowledge for them (Priemer et al, 2020); • disadvantages of online education, especially for teaching languages and educational and pedagogical work with children of preschool and primary school age who do not have formed habits of learning as a special type of activity -scientific research in this area is carried out both in the area of using online education opportunities by parents for daily developmental activities with the child (to learn colors, songs, new words, tactile exercises, etc. ), as well as many books for children are published that explain to the child in the form of a fairy tale about online space and its place in the modern world (Pinango et al, 2017); • artificial intelligence-based programs for self-education and advanced training online -this area was the first one which gained complete comprehensive AI based programs, that are also certified by states and are actively used in the continuing education and vocational training systems (Norvig & Russel, 2013).…”