This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case. Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.

Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. Learning to Solve Complex Scientific Problems is an immensely useful read offering the insights of cognitive scientists, engineers and science educators who explain methods for helping students solve the complexities of everyday, scientific problems. Important features of this volume include discussions on: *how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions; *how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems; *gender issues in science and engineering classrooms; and *questions to guide future problem-solving research. The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.

Every person in every function of every organization is involved in solving problems. They show up in your email inbox, in meetings, in your own work. They are strategic and tactical, mundane and breakthrough, easy and difficult. Most organizations want to, and need to, improve their people's problem-solving efforts, and so they offer them tools, templates, and training. Yet this is not where the leverage for impact is found. People Solve Problems: The Power of Every Person, Every Day, Every Problem explores the real leverage to improve your problem solving. In the first section of the book, we explore the problem with problem solving, including both the value and limits of tools and templates. We also explore the marriage of problem solving and standards. Building on that start, People Solve Problems is built on four primary domains. After setting up the challenge, we start by exploring People-Centered Capabilities. These capabilities are tool agnostic, equally applicable to any chosen problem-solving method or no method at all. This includes a wide range of capabilities from creating problem statements to integrating intuition into problem solving. Next, we cover Problem-Solving Culture. These chapters outline the culture needed in the organization or the personal behaviors you must master to be successful in problem solving. The behaviors explored range from deliberately learning through problem solving to building transparency, vulnerability, and trust. In the third section, we dive into Success through Coaching. Problem solving is unlike other practices, training is incredibly insufficient, and coaching is the major driver of success. This section addresses the why, who, when, where, and of course the important how of coaching. Finally, we explore the Role of the Leader, whether the CEO or a team leader, in building an environment where problem solving can thrive. The leader must be the architect of their problem-solving systems, a shaper of culture, and a framer of problems. Problem-solving effectiveness is critical to success for both the problems you already know about and those you have not yet experienced. People Solve Problems will you help you, and those you lead, to be more effective now and in the future.

Learning to Solve Problems is a much-needed book thatdescribes models for designing interactive learning environments tosupport how to learn and solve different kinds of problems. Using aresearch-based approach, author David H. Jonassen?a recognizedexpert in the field?shows how to design instruction to supportthree kinds of problems: story problems, troubleshooting, and caseand policy analysis problems. Filled with models and job aids, thisbook describes different approaches for representing problems tolearners and includes information about technology-based tools thatcan help learners mentally represent problems for themselves.Jonassen also explores methods for associating different solutionsto problems and discusses various processes for reflecting on theproblem solving process. Learning to Solve Problems alsoincludes three methods for assessing problem-solvingskills?performance assessment, component skills; and argumentation.

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.

This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case. Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.

This is a practical anthology of some of the best elementary problems in different branches of mathematics. Arranged by subject, the problems highlight the most common problem-solving techniques encountered in undergraduate mathematics. This book teaches the important principles and broad strategies for coping with the experience of solving problems. It has been found very helpful for students preparing for the Putnam exam.