Discovering the Relationship Between Information Problem-Solving Patterns and Epistemic Beliefs: A Sequential Analysis

• In Event: Marriott Roundtable Session 23
  In Roundtable Session: Pushing the Boundaries of Problem-Based Learning: Problem Design, Inquiry, Project-Based, and Case-Based Approaches

Abstract

Although ill-structured problem literature suggested that problem-solving processes should be iterative, little research has been done to explore how different types of problem solvers go through ill-structured problem-solving processes. Therefore, this study explored the relationship between information problem-solving (IPS) patterns and epistemic beliefs, a factor that relates to many learning outcomes. Nine participants from a southwestern university worked on an information problem-solving task. The results revealed that problem-solving patterns of students with mature EB were more complicated than that of the students with naive EB. The current study contribute to the problem-solving research by explaining the effects of epistemic beliefs on problem solving, and by the introduction of a new method of sequential analysis, in understanding problem-solving patterns.

Authors

• Victor Law, University of New Mexico

• Kun Huang, University of Kentucky

• Yan Chen, University of Nevada - Las Vegas

• Ling Hu, Jilin University

• Xun Ge, The University of Oklahoma