Theories and Models of Problem Solving

Recommended Prerequisites

Knowledge related to the main theories with of psychology.

Knowledge and skills on planning.

Teaching Methods

Teaching: Cooperative learning, sustained by theoretical exposition, bibliographical, research, group dynamics, analysis of audiovisual documents. Guidance of projects to solve problems identified in the training area. Preferably, the plans incorporate current scientific activities. Practical applications, simulations, debates, ... in the classroom, practical form.

Learning Outcomes

- To define problem-solving (PS)

- To describe the PS process pointing out its similarities and dissimilarities from other psychological processes, namely, cognitive and metacognitive processes.

- To identify theories of PS, especially the cognitive models of insight and information processing.

- To discriminate problem-solving research methods.

- To apply PS models to psychological and psycho-educational assessment and intervention (prescriptive and problem-based learning models).

- To explain the development of PS behaviors and discuss its adaptive relevance in organizing internal thought processes decision-making and cognitive complexity.

- To analyze “skills”.

- To solve problems creatively.

- To confront PS with personality and mediation variables in order to improve learning processes.

- To learn cooperatively by developing a team project while using the appropriate skills and knowledge.

- To highlight the use of cognitive tools while employing updated information/communication technology.

Work Placement(s)

No

Syllabus

The concepts of problem and of problem-solving

Types of problems in different classifications

Problem Solving: defining dimensions and elements; affinities and conceptual distances from other psychological processes (namely, cognitive and metacognitive)

Theories of Problem Solving: Insight, Information Processing Model

Prescriptive models of problem solving

Problem solving strategies

Styles and learning

Problem-based learning Model

The development of PS behaviors and its adaptive relevance in organizing thinking, decision-making and cognitive complexity.

Self-regulated learning

The nature of expertise

Creative problem solving

Research methodologies of problem solving

Problem Solving and serious games - relevance of the approach in social education / formal and informal training.

Head Lecturer(s)

Ana Cristina Ferreira Almeida

Assessment Methods

Rating
Individual assessment for participation in online forums and synthesis under some topics. Summary of the discussions and results summaries scheduled 20% of the final grade: 20.0%
Report problem solving / project team with self-regulation (80% of grade). Presentation of a final report, research paper format. The reports include evaluation component of type B, of literature review.: 80.0%

Bibliography

Almeida, A.C. (2002). O problema dos problemas: os que se identificam, os que se descobrem e os (…) irresolúveis… Psychologica, 30, 111-127.

Almeida, A.C.F. (2010). A resolução de problemas na encruzilhada da Psicologia: reflexão em torno da unificação. Psychologica, 53, 5-11.

Hernández-Encuentra, E., & Sánchez-Carbonell, J. (2005). The Bologna Process and lifelong education: problem-based learning. In UNESCO European Centre for Higher Education, Higher Education in Europe, 30 (1), pp.81-88.

Oon-Seng, T. (2007). Problem-based learning pedagogies: psychological processes and enhancement of intelligences. Educational Research for Policy and Practice, 6 (2), 101-114.

Rauner, F. (2007). Conhecimento prático e competência profissional. Revista Europeia de Formação Profissional, I, 57-71.

Wentzel, K. (2006). Developing and Nurturing Interesting and Researchable Ideas. The SAGE Handbook for Research in Education.