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.
Contents: Introduction. Part I:Cognitive Science Views of Problem
Solving.D. Jonassen, What Makes Scientific Problem Solving Complex. J.
Funcke, P. Frensch, Complex Problem SolvingThe 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.
David H. Jonassen
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