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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

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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).

Related Experiment Videos

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.