How we explore, interpret, and solve complex problems: A cross-national study of problem-solving processes

Molnár, Gyöngyvér; Alrababah, Saleh Ahmad; Greiff, Samuel

doi:10.1016/j.heliyon.2022.e08775

Cited by 12 publications

(18 citation statements)

References 57 publications

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“…Four qualitatively different exploration strategy profiles were distinguished: proficient strategy users, rapid learners, non-persistent explorers and non-performing explorers (RQ1). The four profiles were consistent with the result of another study conducted at university level (see Molnár et al 2022 ), and the frequencies of these four profiles in these two studies were very similar. The two studies therefore corroborate and validate each other’s results.…”

Section: Discussionsupporting

confidence: 88%

“…For example, conscious VOTAT strategy users proved to be the best problem-solvers. Furthermore, other empirical studies (e.g., Molnár et al 2022 ; Wu and Molnár 2021 ) achieved similar results, thus confirming the importance of VOTAT in a MicroDYN-based CPS environment.…”

Section: Introductionsupporting

confidence: 73%

“…LCA is a latent variable modelling approach that can be used to identify unmeasured (latent) classes of samples with similarly observed variables. LCA has been widely used in analysing logfile data for CPS assessment and in exploring students’ behaviour patterns (see, e.g., Gnaldi et al 2020 ; Greiff et al 2018 ; Molnár et al 2022 ; Molnár and Csapó 2018 ; Mustafić et al 2019 ; Wu and Molnár 2021 ). The scores for the use of VOTAT in the KAC phase (0, 1, 2; see Section 3.4 ) were used for the LCA analysis.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, except for regular achievement-focused result data, logfile data are also available for analysis. This provides the option of exploring and monitoring problem solvers’ behaviour and thinking processes, specifically, their exploration strategies, during the problem-solving process (see, e.g., Chen et al 2019 ; Greiff et al 2015a ; Molnár and Csapó 2018 ; Molnár et al 2022 ; Wu and Molnár 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…The effectiveness of the isolated variation strategy (or “Vary-One-Thing-At-A-Time” strategy—VOTAT; Vollmeyer et al 1996 ) in a CPS environment has been hotly debated ( Chen et al 2019 ; Greiff et al 2018 ; Molnár and Csapó 2018 ; Molnár et al 2022 ; Wu and Molnár 2021 ; Wüstenberg et al 2014 ). To use the VOTAT strategy, a problem solver “systematically varies only one input variable, whereas the others remain unchanged.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

Molnár

2022

J. Intell.

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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.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionsupporting

confidence: 73%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Molnár

2022

J. Intell.

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Problem Solving in East Africa: A Contextualised Approach to Defining the Construct

Care,

Giacomazzi

2024

The Enabling Power of Assessment

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Problem solving is a term that describes a vast number of processes and applications. Countries in East Africa, as well as globally, are looking to equip their young people with problem-solving competencies, which are then hoped to resolve the major issues that all societies confront. Accordingly, it is one of the competencies included in curricula developed by East African education systems. The development of conceptual and assessment frameworks by the ALiVE team was contextualised through reference to recent research undertaken in the ALiVE participating countries. Aspects of this conceptualisation differ from those used in most large-scale assessments; and the ALiVE approach to design and development of the assessment was construct-driven. This means that the form of the assessment tasks, coding criteria, and intended reporting style, are determined by the substance of the construct and how visible signs of this substance might best be captured. The framework was developed through a realistic appraisal of what would be possible to assess at household level. In development of the assessment tool, three factors were considered: the nature of the construct itself; the medium through which the assessment would be conducted; and the use to which the assessment results would be put. The chapter describes the formal process followed in defining problem solving and developing its assessment tools. A set of six workshops attended by 47 representatives of the collaborating organisations structured the process of creation; initially engaging at a level of simplicity to ground differing understandings of the skill, and then moving to the complexity of test and scale development processes. The data from the large-scale assessment indicate that ALiVE’s measurement of problem solving is robust, with the results reflecting maturation with more education. This means that instructional time in the context of a general curriculum is providing a learning environment in which problem-solving processes can be nurtured.

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Report on Smart Education in Hungary

Molnár

Csapó

2023

Lecture Notes in Educational Technology

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How we explore, interpret, and solve complex problems: A cross-national study of problem-solving processes

Cited by 12 publications

References 57 publications

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

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

Problem Solving in East Africa: A Contextualised Approach to Defining the Construct

Report on Smart Education in Hungary

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