Problem solving and transfer

Area of Science:

• Educational Psychology
• Cognitive Science
• Instructional Design

Background:

• Problem solving is a critical educational objective that remains challenging to achieve.
• Effective problem-solving skills are essential for academic and real-world success.
• Understanding the mechanisms of strategy transfer is key to improving problem-solving instruction.

Purpose of the Study:

• To review research on problem-solving components and transfer mechanisms.
• To discuss interactions between transfer mechanisms (low-road, high-road) and content types (domain-specific knowledge, higher-order thinking).
• To summarize exploratory research on low-road transfer of higher-order thinking, including students with disabilities, and outline instructional implications.

Main Methods:

• Literature review of problem-solving research.
• Conceptual analysis of transfer mechanisms and content interactions.
• Summary of exploratory empirical research findings.

Main Results:

• Identified key components of problem solving and two primary transfer mechanisms: low-road and high-road transfer.
• Discussed the interplay between these mechanisms and domain-specific knowledge versus higher-order thinking.
• Presented findings on low-road transfer of higher-order thinking, noting performance variations in students with disabilities.

Conclusions:

• Effective problem-solving instruction requires considering both transfer mechanisms and content type.
• The interaction between low-road transfer and higher-order thinking warrants further investigation, particularly for diverse learners.
• Implications for curriculum development and instructional strategies are proposed to enhance problem-solving abilities.