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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different

Eduardo González-Cabañes1, Trinidad García2, José Carlos Núñez2

  • 1Department of Psychology, Oviedo University; gonzalezventura@uniovi.es.

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Problem-Solving before Instruction (PS-I) can enhance reflective thinking and learning in STEM, but individual student differences must be considered for optimal outcomes. This study evaluates PS-I

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Area of Science:

  • Educational Psychology
  • STEM Education

Background:

  • Encouraging reflective thinking is crucial for students, especially in STEM fields.
  • Students often face anxiety and demotivation in STEM courses, hindering reflective learning.
  • Problem-Solving before Instruction (PS-I) is a pedagogical approach to address these challenges.

Purpose of the Study:

  • To design and implement a PS-I approach for undergraduate statistics learning.
  • To evaluate the efficacy of PS-I, considering students' pre-existing characteristics.
  • To address the gap in research regarding individual differences and PS-I effectiveness.

Main Methods:

  • Implementation of the PS-I approach in undergraduate statistics courses.
  • Methodological framework for evaluating PS-I efficacy.
  • Analysis of how pre-existing student differences influence PS-I outcomes.

Main Results:

  • The study presents the design and implementation of PS-I in statistics.
  • A methodological approach to assess PS-I efficacy with individual differences is detailed.
  • Findings on the impact of PS-I considering student characteristics are to be presented.

Conclusions:

  • PS-I offers potential benefits for conceptual understanding and motivation in STEM.
  • Understanding individual student differences is key to optimizing PS-I effectiveness.
  • Further research is needed to fully leverage PS-I for diverse learners.