Abstract
In problem-based learning, the instructional process begins with the introduction of the problem statement, one that is usually real-world-oriented. Students in groups are encouraged to tackle and solve the problem, in the process of which they build up their own individual conceptual knowledge schemas in relation to the given problems. In developing PBL-centred curriculum, problems selected as the cognitive stimulus in initiating knowledge construction could be either well or ill-structured problem representations. The study described in this paper adopted a case study approach to investigate the cognitive reasoning and analytical strategies students employed in conceptualising and deconstructing story and arithmetic well-structured problems. It is hoped that the findings of this study will shed more light on the heuristic ways in which students approach well-structured problem solving and inform the educational design of effective problem solving environments.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Learning and Intellectual Capital
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
