How Do Students Solve Problems? In Response to the Deans for Impact Report, The Science of Learning
Keywords:Problem solving, cognitive science, self-regulation, effective feedback, science of learning
This article explores the third Key Question presented by the 2015 Deans for Impact (DFI) report, â€œHow do students solve problems?â€ The DFI authors noted working memory and long-term memory as critical to solving problems cognitively. Additionally, the DFI authors found feedback to be an important part of the problem-solving process. This paper examines the literature used to support the two principles and provides additional information from a review of current literature to further strengthen each of the cognitive principles presented by the DFI report (2015). The literature revealed that a major component of problem solving is the cognitive process. Examining how self-regulated learning and cognitive load theory impact problem solving provides the necessary support to justify the importance and application of the cognitive principles presented in the report.
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