The study examines fifth-grade Finnish pupils' problem-solving processes in a complex technology-based learning environment. The subjects were pupils in two primary schools (N = 88). The pupils were divided into two learning groups (a mediated and a discovery group) for a 20-hour-long teaching period. The mediated group (n = 42) received teaching according to the mediated model, whereas the discovery group (n = 46) was taught according to the discovery model. The teaching period consisted of merry-go-round and robot-projects. After the teaching period, the pupils participated in an experimental phase, which consisted of an open problem-solving task. The task comprised programming the robot constructed during the teaching period to follow a certain route. The pupils' problem-solving processes were videotaped and the subsequent analysis was based on measures developed by Clements and Nastasi [1]. The analysis focused on the occurrences of the cognitive conflict solving, cooperation with the teacher, and explicit planning. In addition, the relationship of problem-solving to gender was analyzed. The study also reports the analyses of the features of the Logo programs developed by the pupils in the experimental phase and their relationship to the pupils' problem solving processes. The results of the study indicate that learning model and gender account for group differences in problem solving processes of the pupils. The results are interpreted as supporting the validity of the discovery learning, when pupils are solving problems in a progressive learning environment.
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