How do approaches to solving open-ended problems vary within the science disciplines?

ABSTRACT

This paper describes the results of a comparative study into the approaches used by science undergraduates when solving open-ended problems. This study adopted a pseudo-grounded theory framework to analyse six case studies, one from each of the science disciplines studied. The study involved 70 participants from 5 institutions solving open-ended problems using a think-aloud protocol. Analysis of the data identified a number of different approaches used by each subject group. Participants in psychology, pharmacy and sports rehabilitation used a greater number of novice-like approaches than participants in chemistry, physics and interdisciplinary science. The approaches used by physical science participants were very similar whereas those from pharmacy, sports rehabilitation and psychology were more varied and relied on students’ ability to relate to a familiar context. Evaluation of the relative quality of solutions showed variation with discipline.

KEYWORDS:

• Open-ended
• problem-solving
• higher education
• physical science
• life science

Acknowledgements

We acknowledge undergraduate participants from the Universities of Hull, Strathclyde, Leicester, and Edinburgh in the United Kingdom and Monash University in Australia, Dr Debbie Willison, Dr David Sands and Dr Helen St. Clair Thompson, Dr Cheryl Hurkett and Dr David Manallack for organising student participants for this study and acting as local coordinators.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Christopher Randles http://orcid.org/0000-0003-4895-8202

Tina Overton http://orcid.org/0000-0001-5141-6194

Marsali Wallace http://orcid.org/0000-0003-0167-2864