Toward a design theory of problem solving |
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Authors: | David H Jonassen |
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Institution: | (1) University of Missouri, USA |
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Abstract: | Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most
people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal
educational settings, in part, because our understanding of its processes is limited. Instructional-design research and theory
has devoted too little attention to the study of problem-solving processes. In this article, I describe differences among
problems in terms of their structuredness, domain specificity (abstractness), and complexity. Then, I briefly describe a variety
of individual differences (factors internal to the problem solver) that affect problem solving. Finally, I articulate a typology
of problems, each type of which engages different cognitive, affective, and conative processes and therefore necessitates
different instructional support. The purpose of this paper is to propose a metatheory of problem solving in order to initiate
dialogue and research rather than offering a definitive answer regarding its processes.
This paper represents an effort to introduce issues and concerns related to problem solving to the instructional design community.
I do not presume that the community is ignorant of problem solving or its literature, only that too little effort has been
expended by the field in articulating design models for problem solving. There are many reasons for that state of affairs.
The curse of any introductory paper is the lack of depth in the treatment of these issues. To explicate each of the issues
raised in this paper would require a book (which is forthcoming), which makes it unpublishable in a journal. My purpose here
is to introduce these issues in order to stimulate discussion, research, and development of problem-solving instruction that
will help us to articulate better design models. |
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