Compound problem solving: Work-place research to inform engineering education

Compound problem solving: Work-place research to inform engineering education Conference

Strobel, J, Cardella, M. (2008). Compound problem solving: Work-place research to inform engineering education .

For practitioners and researchers who incorporate real-world problems into their teaching, it is essential to understand real-world problem solving and the nature of problems for better design of the instruction. Several models exist that address the categorization of problems. David Jonassen's meta-theory of problem solving describes eleven different problem-types mapped on a four-dimensional scale. Real world problems are more likely to be compound problems meaning they contain a variety of different problem types. This paper describes the findings of two studies, (a) a single-case study of a steel engineer and (b) a multi-case study comparing the findings to 90 problem-solving narratives of other engineers. Both studies are located in a US-American context. Results confirm that real-world problems are intertwined problems (compound problems) and that transitions from one problem type to another within a compound problem are a unique class of problems themselves. These 'transition problems' have properties, which are not represented in other problem types, and therefore extend the meta-theory. © American Society for Engineering Education, 2008.