View in EDS HTML Full Text PDF Full Text

Teaching advanced undergraduate classes in a problem-solving context: The Cognitive Sherlock Approach.

Saved in:
Bibliographic Details
Title: Teaching advanced undergraduate classes in a problem-solving context: The Cognitive Sherlock Approach.
Authors: Dandotkar, Srikanth1 (AUTHOR) sri.dandotkar@usi.edu
Source: College Teaching. Jul-Sep2026, Vol. 74 Issue 3, p194-196. 3p.
Subject Terms: *Concept mapping, *Teaching methods, *Student engagement, *Self-regulated learning, *Inquiry method (Teaching), *Cognitive learning, *Reflective learning, Undergraduate education
Abstract: Engaging students in deep learning, especially in advanced undergraduate courses, can be challenging. Understanding individual concepts and their relations is key, as misunderstanding can hinder the uptake of future ideas. Students' need to engage is addressed in the proposed Cognitive Sherlock Approach—a teaching method that encourages students to become detectives of their cognitive/thinking processes while solving a problem. This method involves presenting a problem-solving scenario that students revisit with each new concept, employing targeted teaching strategies to sustain engagement and reinforce individual concepts and their links. The approach utilizes various pedagogical strategies, including "Meta-Questions," structured concept maps, structured group activities, a big-picture overview of the course, and a comprehensive review at the end. The success of this approach is largely dependent on the teacher's efforts to establish a core course objective within a problem-solving context and to provide students with structured concepts maps to facilitate deeper student learning. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194805130
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teaching advanced undergraduate classes in a problem-solving context: The Cognitive Sherlock Approach.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dandotkar%2C+Srikanth%22">Dandotkar, Srikanth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sri.dandotkar@usi.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jul-Sep2026, Vol. 74 Issue 3, p194-196. 3p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry+method+%28Teaching%29%22">Inquiry method (Teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Engaging students in deep learning, especially in advanced undergraduate courses, can be challenging. Understanding individual concepts and their relations is key, as misunderstanding can hinder the uptake of future ideas. Students' need to engage is addressed in the proposed Cognitive Sherlock Approach—a teaching method that encourages students to become detectives of their cognitive/thinking processes while solving a problem. This method involves presenting a problem-solving scenario that students revisit with each new concept, employing targeted teaching strategies to sustain engagement and reinforce individual concepts and their links. The approach utilizes various pedagogical strategies, including "Meta-Questions," structured concept maps, structured group activities, a big-picture overview of the course, and a comprehensive review at the end. The success of this approach is largely dependent on the teacher's efforts to establish a core course objective within a problem-solving context and to provide students with structured concepts maps to facilitate deeper student learning. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194805130
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/87567555.2024.2351873
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 3
        StartPage: 194
    Subjects:
      – SubjectFull: Concept mapping
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Inquiry method (Teaching)
        Type: general
      – SubjectFull: Cognitive learning
        Type: general
      – SubjectFull: Reflective learning
        Type: general
      – SubjectFull: Undergraduate education
        Type: general
    Titles:
      – TitleFull: Teaching advanced undergraduate classes in a problem-solving context: The Cognitive Sherlock Approach.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dandotkar, Srikanth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul-Sep2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 87567555
          Numbering:
            – Type: volume
              Value: 74
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: College Teaching
              Type: main
ResultId 1