Problem-Solving Strategies

Gick, Mary L.

doi:10.1080/00461520.1986.9653026

Cited by 232 publications

(171 citation statements)

References 33 publications

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“…The problem with inert knowledge is that although it can be recalled when people are specifically prompted to remember it, it is not spontaneously used to solve problems, even when it is relevant (Bransford, Brown, & Cocking, 2000;Gick, 1986;Gick & Holyoak, 1980). In response to this concern, instructional strategies based on experiential learning, meaningfulness, and reflection have been developed and studied in the hope that they can overcome static knowledge that is often disassociated from context and application (Bransford, Brown, & Cocking, 2000;CTGV, 1992CTGV, , 1993CTGV, , 1997.…”

mentioning

confidence: 99%

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

Thomas

Greene

2006

Journal of Educational Computing Research

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This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.

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mentioning

confidence: 99%

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

Thomas

Greene

2006

Journal of Educational Computing Research

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“…This could be explained by different kinds of problem solving strategies applied to well-defined and ill-defined problems: In well-defined problems, users are more likely to have a schema (including knowledge on procedures, relevant information, and goals) which can be applied to solve the problem. In contrast to these schemabased problem solving strategies [5], ill-defined problems might require a searchbased problem solving strategy [5] to reach a solution. Users have to search for relevant information, decompose the problem into sub-problems (which can again be more well-or ill-defined), and identify goals.…”

Section: Problem Solving Strategiesmentioning

confidence: 99%

“…A problem solving strategy is "a technique that may not guarantee solution, but serves as a guide in the problem solving process" [5].…”

Section: Problem Solving Strategiesmentioning

confidence: 99%

Mapping the Users’ Problem Solving Strategies in the Participatory Design of Visual Analytics Methods

Mayr

Smuc

Risku

et al. 2010

HCI in Work and Learning, Life and Leisure

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Abstract. Especially in ill-defined problem spaces, more than one exploration way leads to a solution. But often visual analytics methods do not support the variety of problem solving strategies users might apply. Our study illustrates how knowledge on users' problem solving strategies can be used in the participatory design process to make a visual analytics method more flexible for different user strategies. In order to provide the users a method which functions as a real scaffold it should allow them to choose their own problem solving strategy. Therefore, an important aim for evaluation should be to test the method's flexibility.

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“…Research focused on areas such as memory, pattern matching and the differences between experts and novices (Chi and Glaser 1988), leading to generic problem-solving models (for example, Gick 1986;Newell and H.A. Simon.…”

Section: Problem-solving Expertisementioning

confidence: 99%

Situated, embodied and social problem-solving in virtual worlds

Cram¹,

Hedberg²,

Gosper³

et al. 2011

Research in Learning Technology

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Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

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Problem-Solving Strategies

Cited by 232 publications

References 33 publications

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

Mapping the Users’ Problem Solving Strategies in the Participatory Design of Visual Analytics Methods

Situated, embodied and social problem-solving in virtual worlds

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