Interactive problem solving: exploring the potential of minimal complex systems
Interactive problem solving (IPS) is considered an increasingly important skill in professional and everyday life as it mirrors the interaction of a human user with dynamic technical and non-technical devices. Here, IPS is defined as the ability to identify the unknown structure of artefacts in dyna...
Gespeichert in:
| Hauptverfasser: | , |
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| Dokumenttyp: | Kapitel/Artikel |
| Sprache: | Englisch |
| Veröffentlicht: |
11 April 2017
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| In: |
The nature of problem solving
Year: 2017, Pages: 93-105 |
| DOI: | 10.1787/9789264273955-8-en |
| Online-Zugang: | Verlag, kostenfrei, Volltext: http://dx.doi.org/10.1787/9789264273955-8-en Verlag, kostenfrei, Volltext: http://www.oecd-ilibrary.org/education/the-nature-of-problem-solving/interactive-problem-solving-exploring-the-potential-of-minimal-complex-systems_9789264273955-8-en 
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| Verfasserangaben: | by Samuel Greiff (ECCS unit, University of Luxembourg) and Joachim Funke (Department of Psychology, Heidelberg University, Germany) |
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| 520 | |a Interactive problem solving (IPS) is considered an increasingly important skill in professional and everyday life as it mirrors the interaction of a human user with dynamic technical and non-technical devices. Here, IPS is defined as the ability to identify the unknown structure of artefacts in dynamic, mostly technology-rich, environments to reach certain goals. Two overarching processes, the acquisition of knowledge and its application, can be theoretically distinguished and this chapter presents two measurement approaches assessing these processes: MicroDYN and MicroFIN, both of which rely on the idea of minimal complex systems (MICS). Whereas MicroDYN models quantitative connections between elements of a problem (i.e. more and less), MicroFIN models qualitative connections between them (e.g. on/off or white/black). This chapter summarises research on these approaches and discusses the implications for educational assessment. | ||
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