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Daniel K. Schneider: /* Jonassen problem types */

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Jonassen problem types

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edutechwiki_en>Daniel K. Schneider: /* Jonassen problem types */

2019-04-16T16:44:03Z

Jonassen problem types

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{{stub}}
== Introduction ==

This article aims to address "problem solving" in education, i.e. how one make learners acquire problem-solving skills.

{{quotation|Problem solving is generally regarded as the
most important cognitive activity in everyday
and professional contexts. Most people are
required to and rewarded for solving problems.
However, learning to solve problems is too
seldom required informal educational settings,
in part, because our understanding of its
processes is limited.}} (Jonassen, 2000)<ref name="jonassen2000">Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref>.

Jonassen also states that problem solving is not {{quotation|sufficiently acknowledged or articulated in the instructional design literature}} (p.63). But he also mentioned that problem-solving is at the center of practice in contemporary learning theory: {{quotation|Contemporary conceptions of student-centered learning
environments, such as open-ended learning
environments (Hannafin, Hall, Land, & Hill, 1994; Land & Hannafin, 1996) <ref>Hannafin, MJ., Hall, C., Land, S., & Hill, J. (1994). Learning in open-ended learning environments: Assumptions, methods, and implications. Educational Technology, 34(8), 48-55.</ref>,
goal-based scenarios (Schank, Fano, Bell, & Jona, 1993/1994) <ref>Schank, R.C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. The Journal of the Learning Sciences, 3(4), 305-345. </ref>,
and even problem-based learning (Barrows, 1985; Barrows & Tamblyn, 1980) <ref>Barrows, H.S. (1985). How to design a problem-based curriculum for the pre-clinical years. New York: Springer. </ref>
focus on problem-solving outcomes. They recommend
instructional strategies, such as authentic cases,
simulations, modeling, coaching, and scaffolding, to support their implicit problem-solving
outcomes, but they inadequately analyze or
explicate the nature of the problems to be solved}}
(Jonassen, 2000a).

== The anatomy of problem solving ==

There are many definitions of ''problem solving'' both in psychology and related fields and computational sciences.

In a computational perspective, in order to solve a problem, a problem-solver has to
perform a certain number of internal and external operations.
Each ''domain of action'' has in principle a certain
number of known ''operators'',
i.e. generic actions that can be applied to a certain
class of mental or physical objects.
An ''operation'' is thus defined as concrete
realization (application) of an operator.
An operator is generally more abstract and more
general than one of its possible operation instantiation.
Each object that can form a problem
is a potential domain of action that can
be in different ''states''.
Such a state is defined by several sub-states that
we can called ''facts''.
We can call the set of facts that describe a problem
a ''description''.
Thus technically speaking, problem solving
means transforming states by applying operators to
the facts, where a fact can be a mental object
or a physical object,
and an operation a mental or physical process.
This potential domain of action can
be call ''problem-domain''.

The selection and use of operators is driven by heuristics at various levels that we will not introduce here for the moment.

== Jonassen problem types ==

In his 2000 article <ref name="jonassen2000" /> on ''Toward a Design Theory of Problem Solving'', Jonassen identifies a number of problem-solving types: (a) logical,(b) algorithmic, (c) story, (d) rule-using, (e) decision making, (0 troubleshooting, (g) diagnosis-solution, (h) strategic performance, (i) case
analysis, (j) design, and (k) dilemma. In a 2011 article <ref name="jonassen2011">Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.org/stable/44429440?seq=1#metadata_info_tab_contents </ref>, Jonassen lists (a) story problems, (b) rule-using/rule induction problems, (c) decision-making problems, (d) troubleshooting problems, (e) strategic performance problems, (f) policy problems, (g) design problems, and (h) dilemmas.

He also summarized these problem typologies as five abstract types as presented in the [[taxonomy of meaningful learning]] article. Problems are not the same and each type requires different educational designs.

Each problem solving type was caracterized by a number of attribues:
* learning activity
* inputs
* success criteria
* context
* structuredness
* abstractness

{| class="wikitable"
|-
! Problem type
! Learning activity !!Inputs
!Success criteria
!Context
!
Structuredness
!Abstractness
|-
| Logical
|logical

control and

manipulation

of limited

variables;

solve puzzle
|||||||
|
|-
| Algorithmic ||procedural

sequence of
manipulations;
algorithmic
process
applied to
similar sets
of variables;
Calculating
or producing
correct answer
|||||||
|
|-
| Story ||disambiguate
variables;
select and
apply
algorithm to
produce
correct
answer using
prescribed
method
|||||||
|
|-
| Rule-using ||procedural
process
constrained
by rules;
select and
apply rules
to produce
system-
constrained
answers or
products
|||||||
|
|-
| Decision making ||identifying

benefits and

limitations;

weighting

options;

selecting

alternative

and justifying
|||||||
|
|-
| Trouble shooting ||examine

system; run

tests; evaluate

results; hypo-

thesize and

confirm fault

states using

strategies (re-

place, serial

elimination,

space split)
|||||||
|
|-
|Diagnosis-
solution
|troubleshoot

system faults;

select and

evaluate

treatment

options and

monitor;

apply

problem

schemas
|||||||
|
|-
|Strategic
performance
|applying

tactics

to meet

strategy in

real-time,

complex

performance

maintaining

situational

awareness
|
|
|
|
|
|-
|Case analysis
|solution

identification,

alternative

actions,

argue

position
|
|
|
|
|
|-
|Design
|acting on

goals to

produce

artifact;

problem

structuring

&

articulation
|
|
|
|
|
|-
|Dilemmas
|reconciling

complex,

non-

predictive,

vexing

decision

with no

solution;

perspectives

irreconcil-

able
|
|
|
|
|
|}

== Bibliography ==

<references />

[[category: learning theories]]
[[category: educational theories]]{{edutechwiki}}

Problem solving - Revision history

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Daniel K. Schneider: /* Jonassen problem types */

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