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Abstract

The prevalence of low student problem solving and analytical performance in required technical/theoretical courses is lamented by professors and yet also perceived as inevitably linked to the task. To suggest ways to ameliorate the situation, this article develops a framework, called the "ladder of reasoning," to describe individuals' internal processes in the context of nonroutine problem solving and case analysis. The pivotal aspect of this construct is a belief system regulating how to approach the task. The main point is that professors and students tend to use different systems: professors are "reflective," whereas students are "self-protective." It is recommended that professors make explicit and then teach the reflective system to students, to help them perform more effectively.

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A Problem-Solving Model for Analyzing Low Student Performance in Technical Courses

Abstract

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References