Cognitive learning processes undergirding design-based ill-structured problem solving

Abstract

Problem-based learning (PBL) is an innovational learning approach that challenges students to think critically, work cooperatively to seek solutions to real world problems. These problems serve as cognitive stimulus to arouse students’ curiosity and initiate learning of content matter. Problems could be categorised as being either well or ill structured. Well-structured problems are bounded in nature and come embedded with prescriptive solutions whereas ill-structured problems are open-ended, divergent and have multiple solution pathways. Design problems are one archetypal example of ill-structured problems. This paper explores the structural attributes of design problem representations and the cognitive requirements for successfully disambiguating and solving design problems.