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Design and Performance Frameworks for Constructing Problem-Solving Simulations

The IMMEX Project, UCLA School of Medicine, UCLA Graduate School of Education, 5601 West Slauson Avenue, No. 255, Culver City, California 90230

^* Corresponding author. E-mail address: immex_ron{at}hotmail.com.

Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement.

Key Words: cognitive frameworks • problem solving • science education • undergraduate • strategy

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				R. Stevens, D. F. Johnson, and A. Soller Probabilities and Predictions: Modeling the Development of Scientific Problem-Solving Skills CBE Life Sci Educ, March 1, 2005; 4(1): 42 - 57. [Abstract] [Full Text] [PDF]