Solving non-routine problems is a key competence in a world full of changes, uncertainty and surprise where we strive to achieve so many ambitious goals. But the world is also full of solutions because of the extraordinary competences of humans who search for and find them. We must explore the world around us in a thoughtful way, acquire knowledge about unknown situations efficiently, and apply new and existing knowledge creatively.

The Nature of Problem Solving presents the background and the main ideas behind the development of the PISA 2012 assessment of problem solving, as well as results from research collaborations that originated within the group of experts who guided the development of this assessment. It illustrates the past, present and future of problem-solving research and how this research is helping educators prepare students to navigate an increasingly uncertain, volatile and ambiguous world.

 

 

 

 

 

 

 

Table of contents:

PART I   Problem Solving: Overview of the domain (p.17)

Chapter 1. The development and assessment of problem solving in 21st-century schools (p.19)

Chapter 2. Analytical problem solving: Potentials and manifestations (p.33)

Chapter 3. Problem solving: Understanding complexity as uncertainty (p.47)

Chapter 4. Problem solving from a mathematical standpoint (p.49)

 

PART II   Dynamic problem solving as a new perspective (p. 73)

Chapter 5. The PISA 2012 assessment of problem solving (p. 75)

Chapter 6. Interactive problem solving: Exploring the potential of minimal complex system (p.93)

Chapter 7. The history of complex problem solving (p. 107)

 

PART III   Empyrical results (p. 123) 

Chapter 8. Empyrical study of computer-based assessment of domain-genaral complex problem-solving skills (p.125)

Chapter 9. Factors that influence the difficulty of problem-solving items (p. 141)

Chapter 10. Assessing complex problem solving in the classroom: Metting challenges and opportunities (p. 159)

 

PART IV   New indicators (p. 175)

Chapter 11. Log-file data as indicators for problem-solving processes (p. 177)

Chapter 12. Educational process mining: New possibilities for understanding students' problem-solving skills (p. 193)

Chapter 13. EcoSphere: A new paradigm for problem solving in complex systems (p. 211)

 

PART V   Future issues: Collaborative problem solving (p. 225)

Chapter 14. Assessment of collaborative problem-solving processes (p. 227)

Chapter 15. Assessing conversarion quality, reasoning, and problemsolving with computer agents (p. 245)

 

PART    VI Finale (p.263)

Chapter 16. Epilogue (p.265)

 

 

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