ERIC Number: EJ1136319
Record Type: Journal
Publication Date: 2017-Mar
A Problem-Solving Framework to Assist Students and Teachers in STEM Courses
Phillips, Jeffrey A.; Clemmer, Katharine W.; McCallum, Jeremy E. B.; Zachariah, Thomas M.
Journal of College Science Teaching, v46 n4 p33-39 Mar 2017
Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the entire solution allows a solver to identify errors within a solution and make adjustments as necessary. To highlight this aspect of problem solving, the authors developed a framework that introduces students to monitoring (M) alongside the more traditional aspects of problem solving models: analyzing the task (A), creating a plan (C), and executing the plan (E). This ACE-M framework has been successfully implemented in lower division chemistry, mathematics, and physics courses. Students enrolled in courses where ACE-M was used as the foundation for problem solving instruction reported improved problem-solving self efficacy and more monitoring while solving problems. With this explicit instruction on self-monitoring, students are now introduced to expert problem-solving skills that will benefit them in their STEM careers.
Descriptors: Problem Solving, Models, STEM Education, Skill Development, Self Evaluation (Individuals), Progress Monitoring, Learning Strategies, Self Efficacy, College Students, Planning, Protocol Analysis, Physics, Chemistry, Mathematics
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1044062