Analysing Complex Problem-Solving Strategies from a Cognitive Perspective: The Role of Thinking Skills

Abstract

Complex problem solving (CPS) is considered to be one of the most important skills for successful learning. In an effort to explore the nature of CPS, this study aims to investigate the role of inductive reasoning (IR) and combinatorial reasoning (CR) in the problem-solving process of students using statistically distinguishable exploration strategies in the CPS environment. The sample was drawn from a group of university students (N = 1343). The tests were delivered via the eDia online assessment platform. Latent class analyses were employed to seek students whose problem-solving strategies showed similar patterns. Four qualitatively different class profiles were identified: (1) 84.3% of the students were proficient strategy users, (2) 6.2% were rapid learners, (3) 3.1% were non-persistent explorers, and (4) 6.5% were non-performing explorers. Better exploration strategy users showed greater development in thinking skills, and the roles of IR and CR in the CPS process were varied for each type of strategy user. To sum up, the analysis identified students’ problem-solving behaviours in respect of exploration strategy in the CPS environment and detected a number of remarkable differences in terms of the use of thinking skills between students with different exploration strategies.

Biclustering of Log Data: Insights from a Computer-Based Complex Problem Solving Assessment

“…The significance of timerelated features in classification is to be expected, since time intuitively plays a crucial role in problem-solving and learning dynamics. This finding is also consistent with the observations in Wu and Molnár (2022), where the presence of rapid learners in complex problem-solving scenarios was identified. Therefore, the inclusion of time-related features further enhances the understanding of students' behaviors and performance in the context of the analysis.…”

The relation of complex problem solving with reflective abstraction: a systematic literature review

“…Table 1. Summary of research findings of the included studies Type of content References Relation CPS to knowledge i) in the CPS process, knowledge is used to understand problems and is applied to achieve goals [20]- [22]; ii) knowledge development is required for complex problem solving [23]; iii) the knowledge possessed, and the environment can stimulate CPS abilities on cognitive and environmental factors [7], [24]; iv) knowledge is built through abstraction to complex problems solving [25]; v) acquiring knowledge of the problem becomes the relationship between intelligence and the application of knowledge in the CPS process [26]- [28]; vi) CPS includes a large number of human higher-order cognitive processes [29]; vii) CPS is related to knowledge and understanding [27], [30], [31]; viii) the importance of knowledge tracking in CPS [32]; ix) there is influence of knowledge and cognitive ability on CPS performance [33], [34]; x) there was no interaction between CPS ability and gender, even though there were differences in math ability [35]; xi) knowledge of the problem will have a positive impact on the success of CPS [1]; xii) through learning can develop skills and experience in dealing with CPS [36]; xiii) metacognition plays a role in increasing motivation in the CPS process [37]; xiv) the roadmap helps the cultivation of knowledge and skills in CPS [38]; xv) problem-solving-based mathematics textbooks can increase knowledge in CPS [39]; xvi) the use of technology in learning can encourage knowledge in CPS [40]; xvii) the contribution of knowledge-based students by making examples based on their own experiences can train students' CPS [3], [41]; xviii) intelligence is highly correlated with CPS performance if the level of knowledge is moderate and has a small correlation if knowledge is very little or very much [16], [42]; xix) CPS as the application of knowledge and skills in the real world [43]; xx) knowledge as a basis for decision-making on CPS [44]; ...…”

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

“…The concept of PS skills has been studied widely by the fields of psychology and education and there are various and rather different approaches to defining and researching PS skills (see Contente & Galvão, 2022;Maries & Singh, 2023;Wu & Molnár, 2022). A thorough understanding of PS skills is crucial, as they are listed among the crucial life skills (or transversal skills) that students have to acquire.…”

“…Although a number of researchers have studied PS from different perspectives (e.g. OECD, 2013;Sukontawaree et al, 2022;Wu & Molnár, 2022), and the different aspects of SRL (Schunk & DiBenedetto, 2021;Zimmerman, 2015) for several decades, scientists still highlight the necessity of improving teachers' PS skills (Liljedahl & Cai, 2021), and their knowledge and skills for developing students' SRL skills (Lawson et al, 2019;Linde et al, 2022).…”