Problem-Solving Toolkit

Definition

Solving problems effectively requires students to identify, define and solve problems using logic, as well as lateral and creative thinking. In the process, students arrive at a deep understanding of the topic area and construct new knowledge and understanding on which they are able to make decisions.

There is an important distinction between solving ‘exercises’ and solving ‘problems.’ The former usually have predetermined solutions, with “a well-defined route to the solution and students must simply follow the formula” (Woods, 1985, p. 20). The latter, however, are often fuzzy, open-ended, unstructured and ‘one-offs,’ with no predictable outcomes:

“While these exercises make an important first step in helping students bridge the gap between theory and application, they do not provide the depth and complexity necessary to master problem solving skills... Students who train mostly in exercise solving tend to develop a serious handicap. They rely heavily on solutions they have seen before, rather than working from first principles. Thus a problem with brand new context presents a formidable challenge to them.”

Mourtos, N.J., DeJong Okamoto, N., & Rhee, J. (2004). Defining, teaching, and assessing problem solving skills. UICEE Annual Conference on Engineering Education, Mumbai, India, 9-13 February, 2004.
Retrieved from the World Wide Web on 7 November, 2006)
http://www.engr.sjsu.edu/nikos/pdf/UICEE%2004%20Mumbai.pdf

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