Good Problems within and Across Disciplines

Abstract

This paper focuses on the question of what makes a good disciplinary or interdisciplinary problem. We draw from literature across the STEM disciplines and two conference sessions to provide insight into what makes a good problem within a specific discipline and across the disciplines. We use various frameworks to analyze a variety of problems that were nominated as exemplars by STEM education research experts. Common features identified include real-world connections, reinforcement of conceptual understanding, a low floor and high ceiling, multiple solutions paths, and building dispositions of professionals in the discipline. While a good problem need not have all of these features, in general, good problems have more of these features. We also recognize that these problems are context-specific, as what may be considered a problem for one learner could be a trivial exercise for another. We discuss some of the challenges of designing good interdisciplinary problems and identify some features that can make a problem interdisciplinary, including use of cross-cutting concepts and drawing on the specific expertise of each discipline.

Using Framing as a Lens to Understand Context Effects on Expert Reasoning

“…One of the major challenges in studying student or expert understanding of cross-cutting concepts, like fluid dynamics, is in developing assessment prompts that are authentic to multiple disciplines ( Reinholz et al. , 2019 ).…”

Mathematics and interdisciplinary STEM education: recent developments and future directions

“…However, less is known about how to design "good" interdisciplinary STEM tasks than how to create tasks within single disciplines. Reinholz et al (2018) investigated what makes a good disciplinary or interdisciplinary problem by analysing problems in both categories that were nominated as exemplars by participants attending two STEM education conferences in the US. Participants were first placed in discipline-based groups to brainstorm features of good problems in their respective disciplines: this activity yielded disciplinary tasks characterised by real-world connections, reinforcement of conceptual understanding, multiple solution paths, a low floor and high ceiling, and capacity to build the dispositions of professionals in the discipline.…”