Against All Odds: Problem-Solving Strategies and Behavioural Characteristics of Novice Students

Autor/inn/en	Chang, Pei-Fen; Lin, Miao-Chen
Titel	Against All Odds: Problem-Solving Strategies and Behavioural Characteristics of Novice Students
Quelle	In: Journal of Further and Higher Education, 39 (2015) 3, S.293-319 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.831035
Schlagwörter	Problem Solving; Novices; Student Characteristics; Student Behavior; Classroom Environment; Protocol Analysis; Cognitive Processes; Learning Processes; Interdisciplinary Approach; Investigations; Difficulty Level; Cognitive Style; Learning Strategies; College Freshmen; Case Studies; Course Descriptions; Time on Task; Statistical Analysis; Educational Practices; Teaching Methods; Foreign Countries; Observation; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Problemlösen; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Untersuchung; Schwierigkeitsgrad; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienanfänger; Case study; Fallstudie; Case Study; Kursstrukturplan; Zeitaufwand; Statistische Analyse; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Beobachtung
Abstract	This study investigates problem-solving difficulties of novices in a classroom setting, using a German instructional tool, the Fischertechnik kit of approximately 400 parts. In order to analyse the students' thinking processes as they solved the problems, verbal protocol analysis (VPA) was used to record the students'' thinking processes and action stages for three case problems. Next, we plotted the experimental process in each case on five work completion time axes, representing time in the experiment in accordance with the substance of the five main tasks. To highlight the features of the novices' problem-solving efforts, a summary discussion and analysis of the problem-solving processes in the three cases is presented. The novice students in this study displayed the following characteristics during their problem-solving process: (1) all of them employed "working-forward" cognitive strategies, which shows that novices usually rely on certain operations to change the current situation; (2) they tended to adopt their responses based on their assessment of the linkages between their previous experiences and new ones, which leads to continuous development via a process of changing equilibration; (3) as a result of these novices' inability to fully clarify the key problem elements, they mostly adopted an intuitive trial and error approach. When confronting problems, these novice students tended to implement their solutions immediately after encountering the problem. Finally, this study provides recommendations for future instructional design based on its results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01