Understanding Undergraduates’ Problem-Solving Processes

Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research lit...

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Autor principal:	Ross H. Nehm
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2010
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/99d4b4e07a1f475babd48b5cacfd2a7d
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spelling	oai:doaj.org-article:99d4b4e07a1f475babd48b5cacfd2a7d2021-11-15T15:04:12ZUnderstanding Undergraduates’ Problem-Solving Processes10.1128/jmbe.v11i2.2031935-78851935-7877https://doaj.org/article/99d4b4e07a1f475babd48b5cacfd2a7d2010-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v11i2.203https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research literatures. This article highlights key facets of problem-solving processes and introduces methodologies that may be used to reveal how undergraduate students perceive and represent biological problems. Overall, successful problem-solving entails a keen sensitivity to problem contexts, disciplined internal representation or modeling of the problem, and the principled management and deployment of cognitive resources. Context recognition tasks, problem representation practice, and cognitive resource management receive remarkably little emphasis in the biology curriculum, despite their central roles in problem-solving success.Ross H. NehmAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 11, Iss 2, Pp 119-122 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Ross H. Nehm Understanding Undergraduates’ Problem-Solving Processes
description	Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research literatures. This article highlights key facets of problem-solving processes and introduces methodologies that may be used to reveal how undergraduate students perceive and represent biological problems. Overall, successful problem-solving entails a keen sensitivity to problem contexts, disciplined internal representation or modeling of the problem, and the principled management and deployment of cognitive resources. Context recognition tasks, problem representation practice, and cognitive resource management receive remarkably little emphasis in the biology curriculum, despite their central roles in problem-solving success.
format	article
author	Ross H. Nehm
author_facet	Ross H. Nehm
author_sort	Ross H. Nehm
title	Understanding Undergraduates’ Problem-Solving Processes
title_short	Understanding Undergraduates’ Problem-Solving Processes
title_full	Understanding Undergraduates’ Problem-Solving Processes
title_fullStr	Understanding Undergraduates’ Problem-Solving Processes
title_full_unstemmed	Understanding Undergraduates’ Problem-Solving Processes
title_sort	understanding undergraduates’ problem-solving processes
publisher	American Society for Microbiology
publishDate	2010
url	https://doaj.org/article/99d4b4e07a1f475babd48b5cacfd2a7d
work_keys_str_mv	AT rosshnehm understandingundergraduatesproblemsolvingprocesses
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Understanding Undergraduates’ Problem-Solving Processes

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