Ill-structured Problem Solving Research Articles

Instructional Scaffolding To Support Ill-Structured Problem Solving: A Review

Provision of an alternative instructional platform has encouraged students’ involvement in online social collaborative learning that could potentially enhance problem-solving (PS) skill. There are many types of scaffoldings proposed by researchers to inculcate this skill; however, concern arises as a result of an ill-defined problem. Besides being complex than a well-defined problem, its uniqueness originates from the integration of domains in a problem and multiple solutions that can be generated out of it. This study aims to identify the dominant type of scaffold used to guide ill-defined PS, to determine the common platform used and the education level where ill-defined PS is mostly studied. The search and review of relevant articles were done through online databases, journals and Google Scholar search engine using keywords of scaffolding problem solving, ill-structured problem, scaffolding ill-defined problem and support in PS. The findings revealed that metacognitive scaffolding (MS) is dominant in supporting ill-structured PS. MS assists in realigning the thinking of an individual to ensure proactive measures taken in the process of PS. Nevertheless, majority of the previous studies of MS were carried out in higher institutions instead of schools and within formal platform e.g., Learning Management System (LMS). Thus it is hoped that this review will give insights for educators to inculcate MS and improve PS skill in schools and through the use of new platform of social media.

A cognition graph approach for insights generation from event sequences

In recent years, cognition map techniques for human insights have already played a significant part in complex or ill-structured problem solving. There are increasing interests on computational methods rather than hand-drawing methods to build an cognition graph for insights generation. In this paper, a systematic approach called Temporal-IdeaGraph is proposed to build a directed cognition graph based on event sequences. Firstly, an algorithm of frequent sequence mining is employed to capture sequential patterns and a method is then designed to remove duplicate patterns. Secondly, relevant patterns are merged and visualized into a directed cognition graph. An algorithm is further proposed to identify bridge events and bridge patterns which would trigger human's deeper insights for better decision making. Finally, two real case studies validate the effectiveness of proposed approach.

Detangling the Interrelationships Between Self-Regulation and Ill-Structured Problem Solving in Problem-Based Learning

One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among problem-solving stages (i.e., problem representation and solution generation) and self-regulation phases (i.e., planning, execution, and reflection). The dynamics of the interrelationships are further illustrated with three ill-structured problem-solving examples in different domains (i.e., information problem solving, historical inquiry, and science inquiry). The proposed framework contributes to research and practice by providing a new lens to examine self-regulation in ill-structured problem solving and offering guidelines to design effective tools and strategies to scaffold and assess PBL.

The effects of cognition, meta-cognition, and motivation on the ill-structured problem solving phase

The effects of cognition, meta-cognition, and motivation on the ill-structured problem solving phase

Pre-Service Elementary Teachers’ Motivation and Ill-Structured Problem Solving in Korea

Background:This article examines the use and application of an ill-structured problem to pre-service elementary teachers in Korea in order to find implications of pre-service teacher education with regard to contextualized problem solving by analyzing experiences of ill-structured problem solving.Material and methods:Participants were divided into small groups depending on the level of motivation. They participated in a five-step phase labeled A-B-C-D-E [Analyze-Browse-Create-Decision making-Evaluate] for problem solving evaluations.Results:Result showed that the phase-specific analysis of ill-structured problem solving processes from the level of motivation could decide the quality of their problem solving in subsequent phases.Conclusions:There is a strong need to recognize the necessity of developing problems based on a realistic situational context in pre-service teacher education, and to offer opportunities to mathematize I-S problems to further identify the mathematical potential from everyday math.

Mathematical Abstraction in the Solving of Ill-Structured Problems by Elementary School Students in Korea

Background:Ill-structured problems are contextualized, require learners to define the problems as well as determine the information and skills needed to solve them. The PISA and TIMSS show that Korean students have difficulty solving problems that connect mathematical concepts with everyday life. Ill-structured problems can also be considered as a way to improve students’ mathematical thinking capacity. Accordingly, they are able to abstract, generalize, and format problems of their daily lives. They learn to reorganize information, the better to focus thinking that leads to new understanding, and they evaluate alternatives in order to find the most appropriate solution.Materials and methods:The flowchart for the problem-solving learning process is: [understanding problem] → [seeking solution] → [applying].Results:These study results showed that the mathematical abstraction levels and forms of the students can be improved by exposure to mathematical abstraction through a problem solving learning approach using ill-structured problems.Conclusions:The analysis results of the mathematical abstraction levels and forms that the students showed during this study are also meaningful in regard to mathematics teaching and learning, and for the development of advanced mathematical thinking ability in schools. Ill-structured problems with these characteristics can be used for the development of high-level mathematical thinking skills.

Developing Ill-Structured Problem-Solving Skills Through Wilderness Education

In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems (ISPs) has become an increasingly critical skill. Students who enter adult roles with the cognitive skills to address ISPs will be better able to assume roles in the emerging economies. Opportunities to develop and practice these skills are limited in the traditional schooling structures. In contrast, wilderness education is one environment that provides students opportunities to engage with the critical elements that aid in the development of these cognitive skills. The purpose of this study was to measure the effects of wilderness education on students’ ability to solve ISPs when compared with peers in a traditional classroom setting. Results of this study suggested that students who were engaged in a wilderness education setting showed significant gains in their ISP skills when compared with their peers.

Individual differences in children's innovative problem-solving are not predicted by divergent thinking or executive functions.

Recent studies of children's tool innovation have revealed that there is variation in children's success in middle-childhood. In two individual differences studies, we sought to identify personal characteristics that might predict success on an innovation task. In Study 1, we found that although measures of divergent thinking were related to each other they did not predict innovation success. In Study 2, we measured executive functioning including: inhibition, working memory, attentional flexibility and ill-structured problem-solving. None of these measures predicted innovation, but, innovation was predicted by children's performance on a receptive vocabulary scale that may function as a proxy for general intelligence. We did not find evidence that children's innovation was predicted by specific personal characteristics.

비구조화된 문제해결 프로그램이 고등학교 과학영재의 사회적 자기효능감, 민주시민의식 및 메타인지에 미치는 영향

본 연구의 목적은 비구조화된 문제해결 프로그램이 고등학교 과학영재의 사회적 자기효능감, 민주시민의식과 메타인지에 어떠한 영향을 미치는지 알아봄으로써 인성교육을 중요시하는 영재교육에서 사회적 자기효능감, 민주시민의식과 메타인지를 향상시키는 방법에 대한 정보를 제공하기 위함이다. 연구대상자는 서울특별시 소재 고등학교 과학영재 1학년 17명과 2학년 19명을 대상으로 사회적 자기효능감, 민주시민의식 및 메타인지에 대한 사전검사를 실시하였다. 비구조화된 문제해결 프로그램 12차시를 적용한 후 사회적 자기효능감, 민주시민의식 및 메타인지에 대한 사후검사를 실시하였으며 프로그램에 대한 학생들의 인식을 알아보기 위한 소감문을 작성하도록 하였다. 사전-사후 검사를 통해 얻는 사회적 자기효능감, 민주시민의식 및 메타인지 결과를 대응표본 t-검정을 통해 분석하였으며, 학생들의 프로그램 인식 소감문도 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 비구조화된 문제해결 프로그램이 고등학교 과학영재의 사회적 자기효능감을 유의미하게 높여주는 것으로 나타났다. 하위영역 중에서는 도움 요청에서 유의미한 향상이 나타났다. 둘째, 비구조화된 문제해결 프로그램이 고등학교 과학영재의 민주시민의식을 유의미하게 높여주는 것으로 나타났다. 하위영역 중에서는 민주주의 기능에서 유의미한 향상이 나타났다. 셋째, 비구조화된 문제해결 프로그램이 고등학교 과학영재의 메타인지를 유의미하게 높여주는 것으로 나타났다. 학생들의 소감문을 분석한 결과 프로그램에 대한 긍정적인 인식을 보여주었다. 이와 같이 본 프로그램에서 고등학교 과학영재를 위한 프로그램을 개발할 때는 사회적 자기효능감, 민주시민의식 및 메타인지를 향상시키는데 효과적인 비구조화된 프로그램에 대한 고려가 필요할 것으로 생각된다. The purpose of this study was to examine the effects of ill-structured problem solving program on the social self-efficacy, democratic citizenship, and meta-cognition of the scientifically gifted high school students and provide an opportunity to consider how to improve students' social self-efficacy, democratic citizenship, and meta-cognition when comprehensive character education has been emphasized in science programs for gifted students. The subjects consisted of 17 students(10th graders) and 19 students(11th graders) who were participated in a science gifted program in a Korean high school located in Seoul and pre-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted. After applying 12-class-time of ill-structured problem solving program, post-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted and student's self-essay about program was also conducted. Paired t-test was used to analyze the data collected and students's self-essays were also analyzed. The results of this study were as follows: First, the findings showed that ill-structured problem solving program developed students' social self-efficacy and especially showed a significant improvement in asking for help. Second, they also showed that ill-structured problem solving program raised students' democratic participation especially in a democratic function. Third, in terms of meta-cognition, ill-structured problem solving program also played a positive role. The result of analyzing students' essays also showed students' positive perception on the program. The findings of the present study suggested that ill-structured problem solving program should be taken into consideration when developing a science program for scientifically gifted high school students.

Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving

This study investigates how scaffolding type and learners’ epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level.

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented in traditional classroom environments. In this study, I examined student discourse throughout a GBL intervention designed to promote content knowledge and critical thinking in an 8th grade social studies classroom. A total of three 8th grade social studies classes engaged in the intervention. Post-tests and delayed post-tests were conducted for the entire 8th grade (ten social studies classes across two instructors). Five groups of students that engaged in the GBL intervention were videotaped and analyzed. Data analysis showed that features of the GBL intervention and particular cycles of gameplay were effective in promoting higher levels of critical thinking, including the development of independent beliefs prior to engaging in collaborative discourse and providing opportunities for guided reflection. This study has implications for the developers of GBL frameworks, researchers interested in exploring GBL, and teachers seeking to integrate GBL into their classrooms.

Building Technical Capital in Community College Technology Education

In spite of targeted efforts to expand diversity in the engineering workforce, only marginal improvements have been made in diversifying engineering education. Today, the majority of students who enroll and graduate with a bachelor’s degree in engineering are white males. To meet the quantity and quality of engineers the nation needs, educators need to do two things. First, they must “tap all talent”, that is, attract a broad group of individuals who are presently under-represented in engineering. Second, educators must restructure engineering education so that students experience early in their training what engineers do on a daily basis. Because over forty percent of all four-year engineering graduates began their introductory studies in the community college, pre-baccalaureate preparation has drawn close attention. Women, racial/ethnic minorities, and low income students are well-represented in community colleges, but only a small number of these populations graduate with associate’s degrees in engineering and engineering technologies. Research has shown that an interest in engineering as a career impacts persistence. Yet women and other underrepresented students are less likely than their white male peers to have been socialized to do hands-on activities or encouraged to use toys, tools, or gadgets that might promote their interest in engineering.First generation and low income community college students are underrepresented in engineering because they face barriers to entering and completing an engineering degree in four-year colleges. Research indicates that the majority of engineering students come from at least a middle-class background. Thus, for first-generation and economically disadvantaged students class is an obstacle because they lack the middle-class cultural capital needed to succeed academically.The research question for this study is the following: What is the role of problem-oriented pedagogical strategies in developing the professional identity and technical capital among community college students in advanced technological education? In this paper, we argue that lack of cultural capital can be mitigated by helping community college students acquire a professional identity. Furthermore, in addition to cultural capital, we argue that success in technology and engineering education also requires technical capital, which is experience with “tinkering,” manipulating tools, doing hands-on work, and knowing the process of solving problems that require technical solutions. Thus, we argue that to increase diversity in technology and engineering education and careers, programs should help students acquire a professional identity as well as technical capital. To understand how students might acquire a professional identity as well as technical capital, this study investigated the perspectives of students enrolled in a technician level engineering program that incorporated well-structured and ill-structured problems at a community college. The technology program at North-West Community College (NWCC) is a two-year program. In the first year, students learn fundamentals and basic low-tech skills. The learning takes place in courses that incorporate projects with well-structured problems, often with both a theoretical classroom and a lab component. In the second year, students engage in ill-structured problem solving in their technically sophisticated capstone projects that integrate the principles that students have learned during the first year and continue to learn and practice in the second year. The findings suggest that scaffolding experiences, that is, moving from very well-structured problems to ill-structured problems, allows students to develop technical capital, to form professional identities, and to succeed in pre-baccalaureate engineering education.

A Virtual Experiential Learning and Students' Ill-Structured Problem-Solving Ability

In order to provide students with an experiential learning experience and understand the effect of a three-dimensional (3D) virtual learning environment in students' ill-structured problem-solving ability, the study designed a 3D virtual company (3DVC) for the participants to be a general manager to solve several complex problems for different departments. The study selected one class of business students to participate in the experiment. The entire procedure comprised pretest, 3DVC training and posttest. The results were analyzed through a paired sample t-test to understand if there is any significant difference between pretest and 3DVC, and pretest and posttest. The results showed that the participants made a significant improvement in ill-structured problem- solving ability after the 3DVC training. The results provide important references for educators that a 3D situational learning environment is beneficial in improving students' ill-structured problem-solving ability.

The Effects of Pre-service Teachers' Epistemological Beliefs and Self Regulated Learning on well-structured and ill-structured Problem Solving

The Effects of Pre-service Teachers' Epistemological Beliefs and Self Regulated Learning on well-structured and ill-structured Problem Solving

Using Digital Mapping Tool in Ill-structured Problem Solving

Scaffolding students’ problem solving and helping them to improve problem solving skills are critical in instructional design courses. This study investigated the effects of students’ uses of a digital mapping tool on their problem solving performance in a design case study. It was found that the students who used the digital mapping tool performed better than those who did not use the tool in providing arguments when defining the problem and justifying the solutions. The results indicated that digital concept mapping could facilitate students’ ill-structured problem solving. In this study, guide map was used. Future research may examine the use of free style map in problem solving.

Towards innovation in complex problem solving research: an introduction to the special issue

With deepest respect and honor, this special issue titled Towards Innovation in Complex Problem Solving Research is a tribute to Professor David H. Jonassen, one of the greatest, as a scholar in complex and ill-structured problem solving, and a leader in the field of instructional design. Professor Jonassen has been an inspiration to many who pursue everyday problem solving and research everyday problem solving. In his legacy, Professor Jonassen left us with his last breathed scholarly work co-authored with Andrew Tawfik, titled The Effects of Successful versus Failure-based Cases on Argumentation while Solving Decision-making Problems, which is included in this special issue. Evidently, Professor Jonassen’s spirit continues to live on and shine through this collection of scholarly works.

Relative effects of three questioning strategies in ill-structured, small group problem solving

The purpose of this research is to investigate the relative effectiveness of using three different question-prompt strategies on promoting metacognitive skills and performance in ill-structured problem solving by examining the interplay between peer interaction and cognitive scaffolding. An ill-structured problem-solving task was given to three groups. One group (Type QP) received instructor-generated question prompts that guided the problem-solving process; the second group (Type PQ) developed their own peer-generated questions; another group (Type PQ-R) developed their own question prompts first and revised them later with an instructor-generated question list. In this study, students in the QP group outperformed those in any other groups. The results revealed that providing instructor-generated question prompts was more effective than letting students develop their own questions, with or without revision, in ill-structured problem solving. Analysis of each of the four problem-solving stages revealed that the provided question prompts were more helpful in the stages of justification, and monitoring and evaluating than student-generated prompts. The difference between PQ and PQ-R groups is not statistically significant either overall or in any of the problem-solving stages.

Validation study of a method for assessing complex ill-structured problem solving by using causal representations

The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving.

Why Do We Fall? Using Experiences of Failure to Design Case Libraries

Instructional designers can support ill-structured problem solving through case libraries that detail domain-specific principles. In this design project, case libraries were employed in an undergraduate sales management course to contextualize knowledge and describe the ill-structured nature of how solutions are derived to solve authentic problems. Whereas many learning environments employ examples of model behavior (Jonassen, 2011), this instructional design was innovative in that the case libraries consisted of sales management failure experiences as the means to facilitate learning. The failure cases embedded within the learning environment engendered design tensions on multiple levels throughout the instructional design. Specifically, this article discusses the issues of engaging the subject matter expert (SME) to talk about failure cases and subsequent challenges to translate the experiences into meaningful learning resources for ill-structured problem solving. Other challenges included how to strategically design the learning environment so that the case library was available at the optimal time for the learners. The design case concludes with a reflection upon the process.

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

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.