Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. Learning to Solve Complex Scientific Problems is an immensely useful read offering the insights of cognitive scientists, engineers and science educators who explain methods for helping students solve the complexities of everyday, scientific problems.
Important features of this volume include discussions on:
*how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions;
*how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems;
*gender issues in science and engineering classrooms; and
*questions to guide future problem-solving research.
The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.
"…the book meets its objective through a clear, non-linear structure and readable, jargon-free text…Overall, Jonassen’s handbook undertakes a difficult and important task in its attempt to provide a serviceable tool to guide the development of instruction intended to enhance the problem-solving capacity of learners in many contexts grounded in evidence from empirical research."—Educational Technology
Contents: Introduction. Part I: Cognitive Science Views of Problem Solving. D. Jonassen, What Makes Scientific Problem Solving Complex. J. Funcke, P. Frensch, Complex Problem Solving—The European Perspective: 10 Years After. J. Price, R. Catrambone, R. Engle, When Capacity Matters: The Role of Working Memory in Problem Solving. F. Oswald, Z. Hambrick, On Keeping All the Plates Spinning: Understanding and Predicting Multi-Tasking Performance. P. Cheng, Representing Complex Problems: A Representational Epistemic Approach. M. Rosen, S.M. Fiore, E. Salas, Of Memes and Teams: Exploring the Memetics of Team Problem Solving. Part II: Scientific Views of Problem Solving. C. Ogilvie, Moving Students From Simple to Complex Problem Solving. S. Ryan, J. Jackman, P. Kumsaikaew, V. Dark, S. Olafsson, Use of Information in Collaborative Problem Solving. G. Gray, F. Costanzo, Making Dynamics Interactive. S. Rebello, L. Cui, A. Bennett, D.A. Zollman, D.J. Ozimek, Transfer of Learning in Problem Solving in the Context of Mathematics and Physics. S. Ryan, J. Jackman, S. Olafsson, V. Dark, Meta-Problem Spaces and Problem Structure. M. Ogot, G. Okudan, Educating for Complex Problem Solving Using a Theory of Inventive Problem Solving (TRIZ). A. Bhandari, L. Erickson, M. Steichen, W. Jacoby, Preparing Students to Work Effectively as Members of Interdisciplinary Design Teams. B. Bogue, R. Marra, Addressing Gender in Complex Problem Solving. D. Jonassen, R. Engle, P. Cheng, E. Salas, Part III: Research Agenda for the Future: What We Need to Learn About Complex, Scientific Problem Solving.