Investigating conceptualisation and the approach taken to solving convergent problems: implications for instructional task design

The constantly changing nature of contemporary society requires a skilled individual who is adept at solving complex and often ill-defined problems in a flexible manner. STEM education is a subject area that is appropriately placed to cater for the development of these aptitudes. The development of problem solving capacity in this area is generally supported through engagement with well-defined areas first in order to build robust structural knowledge before advancing to activities that are more complex. Recent literature concerning the development of these problem-solving capabilities has cited potential areas for concern including limitations in solving complex problems (OECD 2014) and linear approaches to the engagement of problem solving. Within the research literature focusing on problem solving there is a dearth in the area of problem conceptualisation. This is a multifaceted area that is posited to have a strong effect on the approach to problem solving adopted and as a result the performance in completing a task. This research aimed to explore the relationship between problem conceptualisation, problem solving approach and ultimately performance. The study was carried out with year three pre-service teachers in Initial Technology Teacher Education (ITTE) at the University of Limerick. A mixed methods research approach was adopted to capture evidence of the relationship between conception, approach and performance. This approach encompassed behavioural observation techniques such as visual and verbal protocol and performance efficiency measures from the field of cognitive load theory. As conceptualisation is posited to be a tacit process, an objective measure of cognitive activity was required. The cognitive basis of individuals' conceptualisation strategies was captured using an electroencephalographic (EEG) recording device as participants solved convergent STEM problems. This method provided a rich source of data relating to students conceptualisation process during the solving of convergent tasks. A significant relationship was found between the cognitive activity during the conceptual framing of a task and the cognitive activity over the entirety of the task. This suggests that the early stages of engaging with convergent STEM tasks determine the overall approach and ultimately the success of the outcome. Significant elements of cognitive rigidity in problem solving were uncovered and qualitative data indicates past school experience is an influential factor. The role of visuospatial cognitive processes during the conception of the tasks facilitated authentic flexible representations of problems, which in many cases lead to increased success. The study concluded that there is a significant relationship between the conceptualisation of a convergent STEM task and performance. Past experience was found to be an influential factor and the need to cater for this in instructional design is recommended. It is theorised that visuospatial cognitive processes augment the conceptualisation stage of convergent STEM tasks by providing increased access to elements of long-term mental representations. This could aid in explaining the relationship between high levels of spatial ability and advanced attainment in other fields as identified by previous research and supports the general focus on developing these skills.