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More specifically, this model "contains the concepts, rules, and problem-solving strategies of the domain to be learned. It can fulfill several roles: as a source of expert knowledge, a standard for evaluating the student's performance or for detecting errors, etc." (Nkambou et al., 2010, p. 4). [29]
The iteration of such strategies over the course of solving a problem is the "problem-solving cycle". [ 30 ] Common steps in this cycle include recognizing the problem, defining it, developing a strategy to fix it, organizing knowledge and resources available, monitoring progress, and evaluating the effectiveness of the solution.
Adaptive reasoning may also refer to the adaptation of thought processes, problem solving strategies, and conceptual framework, in response and anticipation of the changing nature of the problem being considered.
These strategies depend on using readily accessible, though loosely applicable, information to control problem solving in human beings, machines and abstract issues. [17] [18] When an individual applies a heuristic in practice, it generally performs as expected. However it can alternatively create systematic errors.
Cased based reasoning is the most powerful strategy, and that used most commonly. However, the strategy won't work independently with truly novel problems, or where deeper understanding of whatever is taking place is sought. An alternative approach to problem solving is the topographic strategy which falls into the category of deep reasoning.
S.M.A.R.T. (or SMART) is an acronym used as a mnemonic device to establish criteria for effective goal-setting and objective development. This framework is commonly applied in various fields, including project management, employee performance management, and personal development.
Teachers who implement Project-Based Learning assert that this approach emphasizes teachers helping their students track and develop their own processes of thinking, making them more aware of problem-solving strategies they can use in the future. [26]
Some would refer to this as the ‘problem-solving cycle’ (Bransford & Stein, 1993). In this cycle one will recognize the problem, define the problem, develop a strategy to fix the problem, organize the knowledge of the problem cycle, figure-out the resources at the user's disposal, monitor one's progress, and evaluate the solution for accuracy.