Zur Reaktivität von Kausaldiagramm-Analysen beim komplexen Problemlösen

Abstract

Zusammenfassung. Die Produktion von Kausaldiagrammen gilt als eine Methode zur Wissensdiagnostik beim Bearbeiten komplexer Probleme. Ein Experiment sollte untersuchen, inwieweit Kausaldiagramm-Analysen den Umgang mit dynamischen Systemen beeinflussen. Es wurde vermutet, dass prozessbegleitende Kausaldiagramm-Analysen einen hypothesentestenden Problemlösestil sensu Klahr und Dunbar (1988) unterstützen und intensivieren. Als beobachtbare Konsequenz wurden ein erhöhter Erwerb von Strukturwissen und gesteigerte Leistungen im Steuern des Systems erwartet. 64 studentische Versuchspersonen bearbeiteten das Szenario “Ökosystem“ über fünf Durchgänge. Personen, die nach jedem Durchgang ein Kausaldiagramm anfertigten, zeigten sich im abschließend erworbenen Strukturwissen Vergleichspersonen überlegen, die einen oberflächlichen Rekognitionstest, eine nicht szenariobezogene Aufgabe oder gar keine zusätzliche Aufgabe absolviert hatten. Dies spricht für einen Reaktivitätseffekt. Allerdings benötigten kausal-instruierte Personen weder mehr Zeit noch explorierten sie das System geschickter. Auch im Steuern des Systems profitierten sie nicht von ihrem Wissensvorteil, sondern erbrachten Leistungen auf dem Niveau der Kontrollprobanden. Die abschließende Diskussion sieht in der Reaktivität des Instruments einen diagnostischen Gewinn.

Does visualization enhance complex problem solving? The effect of causal mapping on performance in the computer-based microworld Tailorshop

“…These results are in contrast to findings of Blech and Funke (2006), where problem solvers completing causal diagrams during exploration of a CPS task gained significantly more structural knowledge than participants completing a causal diagram only once after the exploration. The crucial point that distinguishes our study from the Blech and Funke (2006) study is that the latter uses a CSP task with only six variables, whereas the Tailorshop includes 24 variables (see Fig. 2).…”

“…Because causal mapping particularly forces problem solvers to express perceived relations between problem variables (corresponding to the first three levels of structural identification demands by Kersting and Süß 1995), it is more likely that they increase their level of declarative structural knowledge than that they acquire action knowledge. Correspondingly, Blech and Funke (2006) report findings that problems solvers gained significantly more, and more precise, structural knowledge about a CPS task when completing causal diagrams during the problem exploration phase than participants who completed a causal diagram only once after the exploration.…”

Sometimes Less Is Not Enough: A Commentary on Greiff et al. (2015)

“…Reactivity in this context means that by taking a knowledge test, participants become informed about features of the problem situation and may be stimulated to think about the problem situation and its solution. Consequently, the administration of a knowledge test before the knowledge application phase leads to more CPS task knowledge that can subsequently be used in the knowledge application phase (see the differentiated findings of [31,34]). Blech and Funke even interpreted a knowledge test as not merely an assessment tool but rather as an integrative part of CPS assessments [34].…”

“…Consequently, the administration of a knowledge test before the knowledge application phase leads to more CPS task knowledge that can subsequently be used in the knowledge application phase (see the differentiated findings of [31,34]). Blech and Funke even interpreted a knowledge test as not merely an assessment tool but rather as an integrative part of CPS assessments [34]. Therefore, as there was no knowledge test in the Tailorshop assessment, but there was one in each MCS assessment tool, it was more difficult for the participants to work with Tailorshop compared with the MCS assessment tools.…”

Analysis of minimal complex systems and complex problem solving require different forms of causal cognition

“…Typically, the acquired causal knowledge is assessed via a causal diagram that has to be drawn by the participant (Blech and Funke, 2006). In case of the more complex CPS systems, time is not enough to run a complete causal analysis of the given scenario because of its complexity.…”