Problem Difficulty: Prior Knowledge, Experience, and Perceived Need for Scaffolding in Problem-Based Learning

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-12 - All About Problems: Considerations of Problem-Based Learning Problems for Learning Processes and Outcomes

Abstract

Purposes
This proposal is intended to address how prior knowledge/experiences influences (a) students’ experience or perceptions with ill-structured problem difficulty and (b) their perceived needs for scaffolding.

Theoretical Framework
Ill-structured problems are central to problem-based learning (PBL) (Savery, 2006). A key issue with designing PBL environments is problem difficulty, which is influenced by both internal (e.g., domain knowledge/experience) and external factors (e.g. nature of problems) (Jonassen, 2000; Jonassen & Hung, 2008). Research shows that domain knowledge and prior experience play a role as critical as metacognition in PBL (Bulu & Pedersen, 2010; Ge & Land, 2004; She et al., 2012). The complexity of ill-structured problems presents further challenges to PBL and design of scaffolding (van Merriënboer, Kirschner, & Kester, 2003). Evidence indicates that students may not perceive needs for scaffolding (e.g. Greene & Land, 2000) despite its effectiveness (e.g., Ge & Land, 2003) probably due to their perceptions of problems. Thus, problem difficulty, an important construct in PBL (Jonassen & Hung, 2008), is the focus of this study, designed to understand how domain knowledge and prior experience influenced students’ perceived problem difficulty and needs for scaffolding.

Methods and Data Sources
Seven graduate students of instructional design and technology (IDT) participated in a think-aloud problem-solving activity and a follow-up interview. They were assigned to one of the two conditions based on their prior knowledge/experience and demographic profiles.

The problem solving tasks consisted of two different cases in IDT with similar underlying principles. The participants were asked to verbalize their reasoning during the problem-solving processes. An interview was conducted a week after the problem-solving tasks. The data analysis consisted of data reduction, data display, and conclusion drawing (Miles & Huberman, 1994).

Results
Below are summarized findings for the selected cases.

Jane, lacking real-world experiences in IDT, had difficulty activating her schema for the problem-solving tasks, even though with the prompts. Steven struggled with Case Study 1, keeping saying “I don’t know . . .” when going through the prompts. He eventually gave up answering the questions saying “It was hard . . .” However, when solving Case Study 2, he seemed much more comfortable and competent because he could relate to his prior experience of multimedia development.

Elaine was observed improving her problem-solving performance in the two case studies. However, perceiving herself as a competent instructional designer solving this type of problems, she indicated that the “forced” question prompts interfered with her thought flow as she did not need much scaffolding. Chris, who did not perceive the problems as difficult, chose to skip some questions while focusing on others based on his perceived needs, which worked well in prompting him to make justifications.

Significance
While confirming the role of domain knowledge in PBL (e.g. Schmidt et al., 1989), this study also adds to PBL literature by examining relationships between scaffolding and problem difficulty based on students’ prior knowledge/experience. It implies the necessity of designing appropriate problems and relevant scaffolds and preparing students for PBL by equipping them with needed domain knowledge and real-world experience.

Authors

• Xun Ge, University of Oklahoma

• Ching-Huei Karen Chen, National Changhua University of Education

• Victor Law, University of New Mexico