Abstract
Problem solving, especially complicated ill-structured problem solving, has been a major concern in education. Research of the past decade provides qualitative ways of viewing the solving processes of ill-structured problems. Sinnott, Voss & Post, and Jonassen suggested that ill-structured problem solving has to support new, more qualitative, components than those for solving well-structured problems. This study set forth to test the theory that the problem-solving skills used for wellstructured problems are necessary but not sufficient for solving ill-structured problems in the context of an open-ended, multimedia problem-solving environment Two sets of open-ended questions were posed to reflect students’ solving skills in well-structured and ill-structured problems involving astronomy contexts. Additionally, various instruments including domain-specific knowledge, structural knowledge, and justification skills were developed to measure students’ necessary cognitive components for solving problems. Finally, inventories such as science attitude, motivation in astronomy, knowledge of cognition, and regulation of cognition were employed to collect the appropriate data of metacognition and non-cognitive variables. Generalized, judgmental scoring systems were developed using a quantitative index intended to reflect the extent to which subjects possessed solving skills as well as certain cognitive components of well-structured and ill-structured problems. The results of this study verified past research conclusions that well-structured and ill-structured problems require different necessary components for reaching successful solutions. In overall, cognition, including domain-specific knowledge and structural knowledge, and justification skills were critical components for successful solution in wellstructured problem solving. Alternatively, metacognition, non-cognitive variables, justification skills, as well as cognition, were found to be essential components needed to solve ill-structured problems. Implications for science education in a multimedia simulation environment, assessment on problem solving, and problem-solving research are presented.
