Typology of limiting versus expansive problem-solving strategies in student reflections¶

Theory · All theories
Evidence · no claims cited

Description¶

The article develops a coding typology distinguishing four "limiting" strategies, which "may work well for well-structured, end-of-chapter exercises, but they begin to fail as the problems become more complex" (Rolodex equation matching, listing known quantities, listing unknowns, prior examples in text/lecture), from four "expansive" strategies that "can be readily applied to more ill-structured challenges" and are characteristic of expert problem-solving (diagram, concepts first, qualitative analysis, sub-problems). Reflections were double-coded blind to pre/post status with kappa values from 0.74 to 0.96, and each student's mix is summarized by pscale = (expansive-limiting)/(expansive+limiting).

Design Implications¶

Context¶

Requirements¶

• Reflections must be coded by two raters with reported inter-rater reliability (kappa 0.74-0.96 per category)

Constraints¶

• A reflection may contain both limiting and expansive ideas and is coded for each; the typology captures self-reported beliefs, which the article notes may over-report course-goal beliefs

Target Learners¶

• university students in introductory calculus-based physics

Target Learning Objectives¶

• beliefs and attitudes about problem-solving
• problem-solving strategies for ill-structured tasks

Claims¶

Related Theories¶

• Well-Structured vs. Ill-Structured Problems

Examples¶

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

Key Sources¶

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