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Problem-solving concepts and theories.

Laura E Hardin1

  • 1Mississippi StateUniversity, College of Veterinary Medicine, USA. lhardin@cvm.msstate.edu

Journal of Veterinary Medical Education
|December 4, 2003
PubMed
Summary
This summary is machine-generated.

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This article reviews educational research on problem solving, exploring theories from behavioral to cognitive approaches. It highlights expert-novice differences to aid educators in developing students

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Pedagogy

Background:

  • Educators seek effective methods to foster problem-solving skills in students, particularly within professional curricula.
  • Understanding the theoretical underpinnings of problem solving is crucial for pedagogical development.

Purpose of the Study:

  • To provide a comprehensive overview of existing educational research on problem solving.
  • To define key concepts and trace the evolution of problem-solving theories.
  • To examine expert-novice differences in problem-solving capabilities.

Main Methods:

  • Literature review of educational research on problem solving.
  • Discussion and synthesis of various theoretical frameworks (behavioral, cognitive, information-processing).

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  • Analysis of findings on expert versus novice problem-solving strategies.

    • Main Results:

    • Identifies and defines core concepts in problem-solving research.
    • Traces the theoretical progression from behavioral to cognitive and information-processing models.
    • Summarizes research on the distinct approaches of experts and novices.

    Conclusions:

    • A multi-faceted understanding of problem solving, integrating various pedagogical theories, is essential.
    • Recognizing expert-novice differences can inform targeted educational interventions.
    • Further research can build upon these foundations to enhance student problem-solving development.