Toward a design theory of problem solving
- Development
- Published: December 2000
- Volume 48 , pages 63–85, ( 2000 )
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- David H. Jonassen 1
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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.
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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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Jonassen, D.H. Toward a design theory of problem solving. ETR&D 48 , 63–85 (2000). https://doi.org/10.1007/BF02300500
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1 Introduction: On Problem Solving in Design and Science "Most outsiders see design as an applied art, as having to do with aesthetics, unlike a solid profession unto itself, with technical knowledge, skills, and responsibilities to rely on. Insiders to design, by contrast, talk of innovative ideas, coordinating the concerns of
International Journal of Technology and Design Education 9, 1-36, 1999. 1999 Kluwer Academic Publishers. Printed in the Netherlands. The Potential for Collaborative Problem Solving in Design and Technology* SARA HENNESSY1 and PATRICIA MURPHY2 1 Institute of Educational Technology and 2 School of Education, Open University, Walton Hall, Milton Keynes MK7 6AA, UK ABSTRACT: This paper discusses ...
It is argued that the problem solving model of design and technology education does little to promote the deeper understanding of the actual 'learning' involved and that this model should be replaced with a more comprehensive one which may more successfully capture the authors' intuitions about the educational value of the activity. The 'problem-solving' model of design and technological ...
Research design: Design Thinking in Flipped Classroom - Model A 5-step Design Thinking in Class (DTIC) model was adopted for this study (Figure 1) for lecturers to incorporate Design Thinking into flipped classroom activities. With this model, Design Thinking was seen as a mindset and approach to learning, collaboration, and problem solving.
Slide 1. Problem Solving in STEM Subjects Engineering Design. Howard Kimmel [email protected] Levelle Burr-Alexander [email protected]. Problem Solving. • The key to the problem solving process -. • Asking the right questions and answering them in the most coherent manner is at the heart of any problem solving ...
The answer to these questions is clearly "no.". But it is clear that technological literacy is becoming an important part of preparation for Living in a technological world. What's more, design and problem-solving activities provide a useful mechanism for engaging student interest, integrating learning, and developing basic habits of mind.
The Technology Fair: a project-based learning approach for enhancing problem solving skills and interest in design and technology education. International Journal of Technology and Design Education, 18, 79-100. Middleton, H. (2009). Problem-solving in technology education as an approach to education for sustainable development.
Creativity and problem-solving are 21st-century skills that students must have to respond to the complex world dominated by technology. Teaching activities integrating Design Thinking (DT) have ...
More on GPT-4. Research GPT-4 is the latest milestone in OpenAI's effort in scaling up deep learning. View GPT-4 research. Infrastructure GPT-4 was trained on Microsoft Azure AI supercomputers. Azure's AI-optimized infrastructure also allows us to deliver GPT-4 to users around the world.
Chaos and Confusion: Tech Outage Causes Disruptions Worldwide. Airlines, hospitals and people's computers were affected after CrowdStrike, a cybersecurity company, sent out a flawed software update.
The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design ...
Design and Technology Education: An International Journal 16.3 Abstract With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to
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cognitive sense) as a process transforming a verbally-formulated "problem" situation. into a detailed plan for a tangible 2, usable artifact, whether "designed" or not. I consider. the separation ...