Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.

ABSTRACT: Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively differ

SUBMITTER: Hsu JL 

PROVIDER: S-EPMC11235106 | biostudies-literature | 2024 Jun

REPOSITORIES: biostudies-literature