Framework for the Development of a Study on Authentic Problem Solving Skills in K-12 Grades

Abstract

Collectively identified as one of the 21 st century skills, critical thinking and problem solving skills (CT and PS) involved in solving authentic design problems are not assessed in traditional science and mathematics standardized testing or in most technology education K-12 classrooms. 21 st century learning outcomes are realized when students are able to gain deep understanding of science and math concepts, and, use the content and practices of these disciplines with the content and practices of technology and engineering to solve problems situated outside the classroom. For this to occur, integration of the disciplines in the instructional approach is essential (NRC, 2009;Sanders, 2012). Researchers have argued that the integrative STEM education (I-STEM ED) pedagogical approach (with its roots in technology education) promotes active learning through student discovery of using science and mathematics content and practices in novel situations. This paper presents the results of the literature review conducted to develop a framework for characterizing and defining CT and PS skills. Specifically, this paper is organized around the following four themes: 1) the foundations of STEM education and theories of learning that underpin the I-STEM ED pedagogical approach, 2) the need for CT and PS skills among students to meet the 21 st century educational goals, 3) the relationship of CT and PS skills to the T/E DBL approach used in I-STEM ED, and, 4) gaps in the research focusing primarily on studies within the 21 st century. Furthermore, a potential framework for a rubric for assessing CT and PS skills is proposed.

Developing and Assessing Authentic Problem-Solving Skills in High School Pre-Engineering Students

“…Three studies from a published literature review [16] had a strong influence on the method employed in the conduct of this study [8], [17, [18]. In these three studies, the common theme was assessment of student problem-solving skills in the discipline of physics or the subdiscipline of mechanics (Statics).…”