Use context-rich multifaceted problems with TA scaffolding and group exams to create epistemic doubt in large introductory courses¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article describes a method of creating epistemic doubt in large introductory science courses where project-based experiences are impractical: students work in groups of two to three on multifaceted problems that "involve more than one concept, hence students cannot readily use a direct algorithmic approach." TAs were trained to use leading prompts such as "What information is missing?" rather than direct help, and two group exams evaluated problem-solving approaches and contributed 7.5% of the final grade. The author reports this combination produced a statistically significant shift toward expansive strategies.

Design Implications¶

Context¶

Requirements¶

• TA training in scaffolding with leading prompts rather than direct help
• explicit classroom discussion of problem-solving methods
• accountability via group exams

Constraints¶

• The article notes implementing project-based experiences in large courses is difficult due to large staffing and time demands; limiting strategies reduced only slightly, so the intervention shifts but does not replace weaker beliefs

Target Learners¶

• university students in large introductory STEM courses

Target Learning Goals¶

• problem-solving strategies for ill-structured, multifaceted problems
• epistemological beliefs about problem-solving

Related Strategies¶

• Structure AI-assisted grading to shift TA effort from routine low-judgment decisions toward conceptually rich responses

Examples¶

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Key Sources¶

• C. A. Ogilvie. (2006). Impact of Context-Rich, Multifaceted Problems on Students' Attitudes Towards Problem-Solving. https://www.physics.iastate.edu