Factors Affecting Problem Finding Depending on Degree of Structure of Problem Situation

Lee, Hye-Joo; Cho, Younsoon

doi:10.3200/joer.101.2.113-125

Cited by 42 publications

(36 citation statements)

References 30 publications

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“…All of the problems from physics we described above, by Guth, EPR, and Brustien, were ill structured in the sense of Refs. [21,22]. None, as we have noted, were "empirically answerable" in the authors' formulation.…”

Section: B Attention To Students' Formulating Questionsmentioning

confidence: 74%

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Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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The work of physics learners at all levels revolves around problems. Physics education research has inspired attention to the forms of these problems, whether conceptual or algorithmic, closed or open response, well or ill structured. Meanwhile, it has been the work of curriculum developers and instructors to develop these problems. Physics education research has supported these efforts with studies of students problem solving and the effects of different kinds of problems on learning. In this article we argue, first, that developing problems is central to the discipline of physics. It involves noticing a gap of understanding, identifying and articulating its precise nature, and motivating a community of its existence and significance. We refer to this activity as problematizing, and we show its importance by drawing from writings in physics and philosophy of science. Second, we argue that students, from elementary age to adults, can problematize as part of their engaging in scientific inquiry. We present four cases, drawing from episodes vetted by a panel of collaborating faculty in science departments as clear instances of students doing science. Although neither we nor the scientists had problematizing in mind when screening cases, we found it across the episodes. We close with implications for instruction, including the value of helping students recognize and manage the situation of being confused but not yet having a clear question, and implications for research, including the need to build problematizing into our models of learning.

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Section: B Attention To Students' Formulating Questionsmentioning

confidence: 74%

“…445, 446]). Lee and Choo [21] examined how students may formulate well-structured problems [22], in which there is a clear path to a solution, within ill-structured problem settings.…”

Section: B Attention To Students' Formulating Questionsmentioning

confidence: 99%

Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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“…Problem finding, which is a key component of problem solving, corresponds to the process of discovering the gap between an initial state and goal state (Lee & Cho, 2007). This process, which usually occurs at, but not restricted to, the initial stage in a problem solving process, is "the ability to think, initiate, and formulate questions or problems in an ill-or moderately-structured problem situation" (Lee & Cho, 2007, p. 114).…”

Section: Collaborative Problem Solvingmentioning

confidence: 99%

“…While myriad studies were carried out to explore the process of identification and implementation of the solution procedure during problem solving, limited studies focused on the process of problem finding (Lee & Cho, 2007), especially in relation to PLCs. Although we found a few studies that touched on the problem finding phase of CPS implemented via PLC efforts, these studies were, at best, involving cursory discussion of the problem finding stage.…”

Section: Collaborative Problem Solvingmentioning

confidence: 99%

Problem Finding in Professional Learning Communities: A Learning Study Approach

Tan

Caleon

2015

Scandinavian Journal of Educational Research

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This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding-a key process involved in collaborative problem solving-that has received minimal attention in the extant literature. In line with this goal, we adopted the learning study approach, which highlights the application of a theory in research lessons. Multiple data sources were drawn upon to construct a narrative description of four consecutive meetings, detailing challenges and turning points that teachers experienced while engaged in collaborative problem finding, and how the process was facilitated by developing shared understandings of the complexity of possible curricular problems and establishing a common ground amongst teachers. Other modes of action and factors that can facilitate the process of collaborative problem finding are also presented.

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“…Lee y Cho (2007) estudiaron las variables que influyen en problemas que alumnos de 11 años eran capaces de generar en relación con las mareas. Se distinguía una condición poco estructurada, en la que simplemente se describía mediante un texto breve el fenómeno de las mareas en una situación natural.…”

Section: El Conocimientounclassified

Ignorancia consciente en el aprendizaje de las ciencias II: factores que influyen en lo que los alumnos saben que no saben

Vaz-Rebelo

Morgado

Fernandes³

et al. 2016

ensciencias

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RESUMEN • La investigación en la didáctica de las ciencias ha examinado en detalle procesos de adquisición de conocimiento y comprensión del contenido científico. Sin embargo, se ha prestado menos atención a los papeles positivos de la incomprensión o el desconocimiento consciente. Este artículo es el segundo de dos trabajos de revisión y síntesis en los que se analiza el desconocimiento y la incomprensión conscientes de contenidos científicos. El primero se centra en los componentes y estructura de la incomprensión y en este segundo se examinan las variables que afectan al desconocimiento y a la incomprensión conscientes. En particular se revisan y sintetizan estudios sobre el efecto que tienen el conocimiento, las tareas y los criterios de coherencia en la consciencia de la incomprensión, o el desconocimiento de la ciencia, que se manifiesta generalmente a través de preguntas. Finalmente se sintetizan algunas de las implicaciones que tienen los estudios revisados para la enseñanza y el aprendizaje de las ciencias.PALABRAS CLAVE: metacognición; ignorancia; incomprensión; desconocimiento; preguntas. ABSTRACT • Much research in science education has focused on the processes of knowledge building and comprehension of scientific content. However, the positive roles of what is unknown or not understood have received much less attention. This article is the second one of two reviews that analyze the nature of what is consciously unknown or not understood about science content. The first paper focused on the components and structure of incomprehension. This second paper examines the variables influencing what is consciously not known or not understood. In particular we review and synthesize studies about the influence of knowledge, tasks, and standards of coherence on the awareness of lack of knowledge or the incomprehension of science, that is made explicit through questioning. Finally, we synthesize some implications of the revised studies for science teaching and learning.

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Factors Affecting Problem Finding Depending on Degree of Structure of Problem Situation

Cited by 42 publications

References 30 publications

Problematizing as a scientific endeavor

Problematizing as a scientific endeavor

Problem Finding in Professional Learning Communities: A Learning Study Approach

Ignorancia consciente en el aprendizaje de las ciencias II: factores que influyen en lo que los alumnos saben que no saben

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