Molnár Gyöngyvér, Csapó Benő
Department of Learning and Instruction, University of Szeged, Szeged, Hungary.
MTA-SZTE Research Group on the Development of Competencies, University of Szeged, Szeged, Hungary.
Front Psychol. 2018 Mar 9;9:302. doi: 10.3389/fpsyg.2018.00302. eCollection 2018.
The purpose of this study was to examine the role of exploration strategies students used in the first phase of problem solving. The sample for the study was drawn from 3- to 12-grade students (aged 9-18) in Hungarian schools ( = 4,371). Problems designed in the MicroDYN approach with different levels of complexity were administered to the students via the eDia online platform. Logfile analyses were performed to ascertain the impact of strategy use on the efficacy of problem solving. Students' exploration behavior was coded and clustered through Latent Class Analyses. Several theoretically effective strategies were identified, including the vary-one-thing-at-a-time (VOTAT) strategy and its sub-strategies. The results of the analyses indicate that the use of a theoretically effective strategy, which extract all information required to solve the problem, did not always lead to high performance. Conscious VOTAT strategy users proved to be the best problem solvers followed by non-conscious VOTAT strategy users and non-VOTAT strategy users. In the primary school sub-sample, six qualitatively different strategy class profiles were distinguished. The results shed new light on and provide a new interpretation of previous analyses of the processes involved in complex problem solving. They also highlight the importance of explicit enhancement of problem-solving skills and problem-solving strategies as a tool for knowledge acquisition in new contexts during and beyond school lessons.
本研究的目的是考察学生在问题解决第一阶段所使用的探索策略的作用。该研究的样本来自匈牙利学校3至12年级的学生（年龄在9至18岁之间）（ = 4371）。通过eDia在线平台向学生发放采用MicroDYN方法设计的不同复杂程度的问题。进行日志文件分析以确定策略使用对问题解决效果的影响。通过潜在类别分析对学生的探索行为进行编码和聚类。识别出了几种理论上有效的策略，包括一次改变一个事物（VOTAT）策略及其子策略。分析结果表明，使用一种理论上有效的策略，即提取解决问题所需的所有信息，并不总是能带来高绩效。有意识的VOTAT策略使用者被证明是最佳的问题解决者，其次是无意识的VOTAT策略使用者和非VOTAT策略使用者。在小学子样本中，区分出了六种性质不同的策略类别概况。这些结果为之前对复杂问题解决过程的分析提供了新的视角和新的解释。它们还强调了明确提高问题解决技能和问题解决策略作为在学校课程期间及之后在新情境中获取知识的工具的重要性。
