Learning to Solve Problems: An Instructional Design Guide
December 2003, Pfeiffer
Chapter 1: What Is Problem Solving?
What Are Problems, and How Do They Vary?
Domain (Context) Specificity/Abstractness.
What Is Problem Solving, and How Does It Vary?
Case and System and Policy Analysis Problems.
Chapter 2: Designing Learning Environments to Support Problem Solving.
Problem Type and Typology.
Case, Systems, or Policy Analysis Problems.
Problem Representation Tools.
Chapter 3: Presenting Problems to Learners.
Anchoring Problems in Macrocontexts.
Components of Case Problems.
Chapter 4: Tools for Representing Problems by Learners.
Representing Semantic Organization.
Representing Causal Reasoning.
Modeling Dynamic Systems.
Chapter 5: Associating Solutions with Problems.
Worked Examples: Modeling Performance.
Using Worked Examples.
Case Libraries: Teaching with Stories.
Supporting Problem Solving with Stories.
Cognitive Flexibility Hypertexts: Conveying Complexity.
Understanding Sexual Harassment.
Freedom of Expression.
Chapter 6: Supporting Solutions.
Using Microworlds to Simulate Solutions.
Building Learning Objects to Simulate Solutions.
Building Simulations of Problems.
Using Versus Building Simulations.
Chapter 7: Reflecting on Problem-Solving Processes.
Peer Instruction and Thinking-Aloud Pair Problem Solving.
Thinking-Aloud Pair Problem Solving.
Teachbacks and Abstracted Replays.
Chapter 8: Assessing Problem Solutions and Learning.
Assessing Problem-Solving Performance.
Heuristics for Developing an Effective Rubric.
Assessing Component Skills.
Case Analysis Problems.
Knowledge Representation Tools.
Assessing Argumentation and Justification.
Objective Forms of Assessment of Argumentation.
Coding Student Arguments.
Assessing Student Essays and Problem-Solving Accounts.
About the Author.
About the Series Editors.
About the Advisory Board Members.
—Richard E. Mayer, professor of psychology, University of California, Santa Barbara; and author, Multimedia Learning and Learning and Instruction
"This book is a major milestone in the quest for understanding
how to teach problem solving. By focusing on the challenge of
learning and instruction for each of the types of problem solving,
together with a firm start on strategies for the assessment of
problem solving, Jonassen makes this book valuable and
—Rob Foshay, author, Writing Training Materials That Work