Dr Elizabeth Yuriev, Monash University

Seminar: Students developing problem-solving skills – a teacher’s tool-box

Venue:

New Horizons Building

20 Research Way, Monash University, Clayton Campus

Room G29

Map of campus

Seminar: Students developing problem-solving skills – a teacher’s tool-box

In this presentation I will describe a collection of approaches all centred around the holy grail of science education: students developing problem-solving skills. The main tools are: scaffolding, collaboration, and support for conceptual learning over rote memorisation. To scaffold problem-solving, we have developed a structured workflow that encourages students to engage in the PROCESS of problem solving, as opposed to focussing on the “final answer”. The initial workflow has been developed for general/physical chemistry and has now been extended to organic, analytical, and colloidal chemistry, molecular spectroscopy, physiology, and pharmacology. Whereas it is critical to engage students with the problem-solving process, it is also important that they develop the ability to deal with COMPLEX PROBLEMS. A perfect example of such complexity is a spectroscopy problem, particularly where there are multiple data sources, including ambiguous ones. Complex problems can often, if not always, be solved through a variety of pathways. To support students in developing skills for solving such authentic problems we have recorded solutions of spectroscopy problems by multiple problem-solvers of varying levels of expertise: from Honours students to professors (80+ videos for 20 problems). Student engagement with these recordings will be discussed in the context of both problem solving and motivation to learn.
Another tool that could be used to develop students’ skills is COLLABORATIVE problem solving. We have adopted the POGIL approach and have implemented it in tutorial classes. Our version of POGIL includes not only the focus on roles but also on role-related outcomes. I will be discussing the implications for practice and potential pitfalls that could be avoided with careful planning.
Finally, how does one divert students from cramming and directs them towards meaningful learning centred on problem solving? To tackle this challenge we have developed OPEN-NOTE assessments, evaluated them from several perspectives, and demonstrated positive effects on student learning, given students are supported with guidance and ongoing monitoring.

ZOOM Video Conference Details:

Join from a PC, Mac, iPad, iPhone or Android device:
Please click this URL to start or join. https://monash.zoom.us/j/578573812
Or, go to https://monash.zoom.us/join and enter meeting ID: 578 573 812

This event is part of Monash Centre for Scholarshiop in Health Education (MCSHE) Seminar Series