Designing problem-solving for meaningful learning : a discussion of Asia-Pacific research

The centrality of problem-solving in our daily encounters has brought increased recognition for it to play a pivotal role in education. Designing problem-solving activities is much more easily advocated than accomplished, given the complexities involved in designing powerful instructions. Nevertheless, it is far more pertinent than ever in today's rapidly evolving realities with unprecedented unknown and uncertain real-world problems. It is not uncommon for higher education institutions to embed problem-solving tasks into teaching and learning, on the assumption that learners will learn a set of domain-specific knowledge and problem-solving skills through particular prescribed instruction. However, all problems are different as they vary in terms of complexity, structuredness, and dynamicity. Problem-solving models that articulate single approaches to solving all kinds of problems are problematic, especially when dealing with everyday problems that can be highly ill-structured. Problem-solving involves an understanding of the nature of the problem and the factors that influence it. This chapter draws from both international and Asia-Pacific research and outlines possible types of problems that could be potentially integrated into instruction, discusses the dimensions of problem-solving, and argues for the importance and long-term learning benefits of problem-solving for learners, especially in the highly volatile society of today's world. In discussing how to design problem-solving activities, this chapter specifically discusses cognitively challenging problems, the importance of invoking intentionality, students' epistemological beliefs, and metacognition.