Complex Problem-Solving in a Changing World: Bridging Domain-Specific and Transversal Competence Demands in Vocational Education

Neubert, Jonas; Lans, Thomas; Mustafić, Maida; Greiff, Samuel; Эдерер, Пеер

doi:10.1007/978-3-319-41713-4_44

Cited by 5 publications

(4 citation statements)

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“…To manage the tensions and contradictions between deploying wicked tendencies as vehicles for learning and the rules and values of the current HPE system, we must direct our attention and efforts to enabling alternative strategies (Termeer et al, 2015). These new strategies should encompass a broader view of outcomes and a more comprehensive view of assessment of the competencies and mindsets that allow for the successful handling of wicked situations (Neubert et al, 2017).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Complex problems, such as climate change, sustainable development, affordable healthcare and social inequality, require professionals to engage in collaborative, cross‐disciplinary and non‐linear approaches in multiple‐stakeholder contexts (Koppenjan & Klijn, 2004). Higher professional education (HPE) institutions are increasingly taking up the challenge to integrate such challenges in their curricula to prepare future professionals for such contexts (Neubert et al, 2017), drawing on approaches such as design thinking, co‐creation, living labs (Veltman et al, 2019) or regional learning environments (Gulikers & Oonk, 2019). In HPE such complex problems are often referred to as wicked problems (Neubert et al, 2017), a term used in a large body of literature since it was first introduced by Rittel and Webber (1973).…”

Section: Introductionmentioning

confidence: 99%

“…Higher professional education (HPE) institutions are increasingly taking up the challenge to integrate such challenges in their curricula to prepare future professionals for such contexts (Neubert et al, 2017), drawing on approaches such as design thinking, co‐creation, living labs (Veltman et al, 2019) or regional learning environments (Gulikers & Oonk, 2019). In HPE such complex problems are often referred to as wicked problems (Neubert et al, 2017), a term used in a large body of literature since it was first introduced by Rittel and Webber (1973). For three reasons, in this study, we speak of the wicked tendencies of problems rather than of wicked problems (Newman & Head, 2017): first, complex problems vary in the extent of their wickedness, and wickedness can be understood as a spectrum of difficulties (Alford & Head, 2017); second, an important function of education is to prepare students the world of work (and the for the wickedness they will encounter), referred to by Biesta as the qualification function of education (2009).…”

Section: Introductionmentioning

confidence: 99%

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Using problems with wicked tendencies as vehicles for learning in higher professional education: Towards coherent curriculum design

Veltman

Keulen

Voogt

2021

The Curriculum Journal

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This study contributes to a deeper understanding of using problems with wicked tendencies as vehicles for learning in higher professional education (HPE). It was guided by this question: How can the features of problems, problem‐solving approaches and outcomes be aligned in HPE courses aiming to prepare students for addressing problems with wicked tendencies? A multiple case study design was used to investigate six courses in HPE. Data came from semi‐structured interviews with teachers, students and external stakeholders, observations and document study. Wickedness was defined in terms of complexity, uncertainty and value divergence. Findings showed nine characteristic manifestations of wickedness that students encounter and should learn to deal with. These manifestations pertain to the system‐like character, the changing patterns and the fragmented character of problems; the transdisciplinary, adaptive and participatory character of the problem‐solving process; and the integral, provisional and mutually‐shared character of outcomes. The study led to the generation of curriculum design principles for the design and implementation of courses that foster students' skills for addressing problems with wicked tendencies. The conjecture is that students' experiences of wickedness can create destructive tension leading to efforts to reduce this tension by reducing wickedness. Teachers should balance this tension, provide alignment of the dimensions of wickedness in problem, process and outcome and ensure the integration of these dimensions as such in a coherent curriculum design.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using problems with wicked tendencies as vehicles for learning in higher professional education: Towards coherent curriculum design

Veltman

Keulen

Voogt

2021

The Curriculum Journal

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“…Executive functions measure a range of abilities (Burgoyne and Engle, 2020); inhibitory control (Bajo et al, 2021); and cognitive flexibility (Balázs, 2019). Domain specific processes are also needed, which has to do with specialized field knowledge (e.g., Neubert et al, 2017).…”

Section: Problem-solving and The Brainmentioning

confidence: 99%

A Theory of Mental Frameworks

Tokuhama-Espinosa,

Simmers,

Batchelor

et al. 2023

Front. Psychol.

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Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called “higher order cognitive functions” in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. “Ways of thinking” have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain’s approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of “mental frameworks” may help organize and formalize the instruction of thinking skills that underpin problem-solving–and by extension–that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

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Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies

Veltman

Keulen

Voogt

2022

Journal of Vocational Education & Training

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Complex Problem-Solving in a Changing World: Bridging Domain-Specific and Transversal Competence Demands in Vocational Education

Cited by 5 publications

References 56 publications

Using problems with wicked tendencies as vehicles for learning in higher professional education: Towards coherent curriculum design

Using problems with wicked tendencies as vehicles for learning in higher professional education: Towards coherent curriculum design

A Theory of Mental Frameworks

Teacher strategies that foster students’ boundary-crossing expertise when addressing problems with wicked tendencies

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