Teaching Problem Structuring Methods: Improving Understanding Through Meaningful Learning

Abstract

This paper examines how Novak's concept (Novak, J. D. 1998. Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Lawrence Erlbaum, Mahwah, NJ) of “meaningful learning” can help teachers using an “experiential” approach to teaching problem structuring methods (PSMs) help students acquire an understanding of how these methods might aid group decision making. Experiential learning is seen as a necessary foundation for the building of a student's understanding of PSMs if they are to fully appreciate the potential of the techniques. It is argued that if the affective mode of functioning (relating to moods, feelings, and attitudes) is triggered, the student is more likely to choose to engage in meaningful learning, and thereby gain an enhanced appreciation of how the methods work. An example of a causal mapping workshop is evaluated, with the findings, although limited in their validity for generalisation, pointing to a clear and direct positive link between meaningful learning and understanding by the learner.

Why did Brexit happen? Using causal mapping to analyse secondary, longitudinal data

“…where teacher support may be required. Some students may have an informed and closely held view on Brexit which should enhance their interest in the case and their appreciation of how causal mapping works (Carreras & Kaur, 2011), but also require them to detach their modelling from thatallowing for class discussion on such challenges. More information on the teaching case is provided in a supplementary file which includes guidelines on how a teaching session could be organised along with 2 debate maps and 4 campaign maps (two each from Leave and Remain) which detail the analysis.…”

On Novice Facilitators Doing Research—Research in Problem Structuring Methods as Autoethnography

“…Furthermore, PSM scholars have described the issues concerning teaching novices how to use PSMs and facilitate workshops, and suggested means to address those issues (e.g. Ackermann, 2011;Carreras and Kaur, 2011;Córdoba-Pachón, 2011;Hindle, 2011). However, literature so far, apart from conceptual descriptions (e.g.…”

“…I believe that this paper makes two important contributions to the literature on PSM novices (e.g. Keys, ; Ackermann, ; Carreras and Kaur, ; Hindle, ; Tavella and Papadopoulos, ; Tavella and Papadopulos, ). First, it introduces autoethnography as a means to enable access to real‐world interventions, enhance novices' confidence, and identify research and publishing opportunities in the field of PSMs.…”

“…Scholars have identified solutions for teaching PSMs to novices and engaging them in learning environments, such as modules, case study approaches, experiments and simulations, group discussions and exercises (e.g. Ackermann, ; Carreras and Kaur, ; Córdoba‐Pachón, ; Hindle, ), and transferring facilitation expertise to novices through ‘scripts’ (Ackermann et al, , ; Tavella and Papadopulos, ).…”

“…This paper deals with the difficulty novice facilitators face when learning how to facilitate PSM workshops and become experts, which has received considerable attention (e.g. Keys, , , ; Ackermann, ; Carreras and Kaur, ; Hindle, ). Discussions have focused on a range of issues encountered by novices as they engage in efforts to learn how to use PSMs and manage group dynamics, and to gain and accumulate knowledge and experience to facilitate workshops.…”