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Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas

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Title: Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas
Language: English
Authors: Ottenhof, Koen (ORCID 0000-0002-1204-7768), Westbroek, Hanna (ORCID 0000-0001-9538-0613), van Muijlwijk-Koezen, Jacqueline (ORCID 0000-0003-3877-0425), Meeter, Martijn (ORCID 0000-0002-5112-6717), Janssen, Fr
Source: International Journal of Science Education. 2022 44(17):2565-2588.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Ecology, Thinking Skills, Problem Solving, Secondary School Science, Science Education, Learning Strategies, Foreign Countries, Student Research, Scientific Research, Questioning Techniques
Geographic Terms: Netherlands
DOI: 10.1080/09500693.2022.2138728
ISSN: 0950-0693
1464-5289
Abstract: Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on "hierarchical problem-solving strategies" for complex, authentic problems with the use of domain-specific question agendas that represent "scientific perspectives." Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying "hierarchical problem-solving strategies" like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1374292
Database: ERIC
FullText Text:
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  Data: Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas
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  Data: <searchLink fieldCode="AR" term="%22Ottenhof%2C+Koen%22">Ottenhof, Koen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1204-7768">0000-0002-1204-7768</externalLink>)<br /><searchLink fieldCode="AR" term="%22Westbroek%2C+Hanna%22">Westbroek, Hanna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9538-0613">0000-0001-9538-0613</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+Muijlwijk-Koezen%2C+Jacqueline%22">van Muijlwijk-Koezen, Jacqueline</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3877-0425">0000-0003-3877-0425</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meeter%2C+Martijn%22">Meeter, Martijn</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5112-6717">0000-0002-5112-6717</externalLink>)<br /><searchLink fieldCode="AR" term="%22Janssen%2C+Fr%22">Janssen, Fr</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2022 44(17):2565-2588.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/09500693.2022.2138728
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  Data: 0950-0693<br />1464-5289
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  Label: Abstract
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  Data: Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on "hierarchical problem-solving strategies" for complex, authentic problems with the use of domain-specific question agendas that represent "scientific perspectives." Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying "hierarchical problem-solving strategies" like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning.
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  Data: 2023
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  Data: EJ1374292
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        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Netherlands
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      – TitleFull: Enhancing Ecological Hierarchical Problem-Solving with Domain-Specific Question Agendas
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