A Problem-Solving Framework to Assist Students and Teachers in Stem Courses

Abstract

Well-developed problem-solving skills are essential for any student enrolled in a science, technology, engineering or mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the entire solution allows a solver to identify errors within a solution and make adjustments as necessary. To highlight this aspect of problem-solving, we have developed a framework and associated classroom activities that introduce students to monitoring (M) alongside the more traditional aspects of problem-solving models: analyzing the task (A), creating a plan (C), and executing the plan (E). This ACE-M framework has been successfully implemented in lower-division chemistry, mathematics and physics courses. Students enrolled in courses where ACE-M was used as the foundation for problem-solving instruction reported improved problem-solving self-efficacy, more monitoring while solving problems, and in many cases improved course grades. With this explicit instruction on self-monitoring, students are now introduced to expert problem-solving skills that will benefit them in their STEM careers.

Student Self-Assessment and Reflection in a Learner Controlled Environment

“…Self-regulation skills, and/ or related values, are ones that also might transfer to smaller scale tasks such as solving word problems. In these shorter, more focused tasks, students also benefit highly from planning their solution before beginning the calculations, monitoring their thinking throughout so they may identify errors and adjusting any plans to correct errors [12,13].…”

“…In these shorter, more focused tasks, students also benefit highly from planning their solution before beginning the calculations, monitoring their thinking throughout so they may identify errors and adjusting any plans to correct errors [19,20].…”

Aplicación de estrategias heurísticas en la solución de problemas que se modelan mediante ecuaciones algebraicas en estudiantes de una institución educativa

“…Al grupo experimental se le enseñó a resolver ecuaciones algebraicas utilizando estrategias heurísticas con el método IDEAL de cinco pasos. De acuerdo con Phillips et al (2017), el método IDEAL presentado por Bransford y Stein en 1987 propone alcanzar la meta de solucionar un problema a través de la utilización de estrategias y la elaboración de un plan. Bransford y Stein (1987) propusieron estrategias para la solución de problemas basadas en las propuestas por Polya en 1945.…”

Discovering complementary colors from the perspective of steam education

“…Burak Karabey 1 , Melike Yigit Koyunkaya 2 , Turan Enginoglu 3 and Kemal Yurumezoglu 1,4 new concept in one discipline by using concepts in other disciplines (Phillips et al 2017). Thus our main goal in this study was to teach the subject of complementary colors by using concepts in physics, the arts and mathematics as well as the specific property of a smart phone, the combination of which provides the activity with integrated technology.…”