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Analysing Complex Problem-Solving Strategies from a Cognitive Perspective: The Role of Thinking Skills.

Hao Wu1, Gyöngyvér Molnár2

  • 1MTA-SZTE Digital Learning Technologies Research Group, Center for Learning and Instruction, University of Szeged, 6722 Szeged, Hungary.

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|July 27, 2022
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This study reveals that complex problem solving (CPS) strategy use varies among university students. Inductive reasoning (IR) and combinatorial reasoning (CR) roles differ based on student exploration strategies.

Keywords:
complex problem solvinglogfile analysisprocess datathinking skills

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Complex problem solving (CPS) is a crucial skill for academic success.
  • Understanding the cognitive processes underlying CPS is essential for effective pedagogy.
  • Exploration strategies significantly influence how students approach complex problems.

Purpose of the Study:

  • To investigate the relationship between inductive reasoning (IR) and combinatorial reasoning (CR) in students' CPS.
  • To identify distinct student profiles based on their exploration strategies within a CPS environment.
  • To analyze how different thinking skills are utilized across various strategy profiles.

Main Methods:

  • Latent class analysis was used to categorize students based on problem-solving strategies.
  • Data were collected from 1343 university students via the eDia online assessment platform.
  • Statistical analysis identified four distinct student profiles: proficient users, rapid learners, non-persistent, and non-performing explorers.

Main Results:

  • Four student profiles emerged, with 84.3% identified as proficient strategy users.
  • Significant differences in the application of IR and CR were observed across the identified profiles.
  • Students employing more effective exploration strategies demonstrated enhanced cognitive skill development.

Conclusions:

  • Student problem-solving behaviors in CPS environments are characterized by distinct exploration strategies.
  • The roles of inductive and combinatorial reasoning are not uniform and vary with strategy use.
  • Tailoring educational interventions to specific student strategy profiles can optimize CPS skill development.