%0 Generic %1 Phillips2016ProblemSolving %A Phillips, Jeffrey A. %A McCallum, Jeremy E. %A Clemmer, Katharine W. %A Zachariah, Thomas M. %D 2016 %K teaching %T A Problem-Solving Framework to Assist Students and Teachers in STEM Courses %U http://arxiv.org/abs/1607.07853 %X Well-developed problem-solving skills are essential for any student enrolled in a science, technology, engineering or mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the entire solution allows a solver to identify errors within a solution and make adjustments as necessary. To highlight this aspect of problem-solving, we have developed a framework and associated classroom activities that introduce students to monitoring (M) alongside the more traditional aspects of problem-solving models: analyzing the task (A), creating a plan (C), and executing the plan (E). This ACE-M framework has been successfully implemented in lower-division chemistry, mathematics and physics courses. Students enrolled in courses where ACE-M was used as the foundation for problem-solving instruction reported improved problem-solving self-efficacy, more monitoring while solving problems, and in many cases improved course grades. With this explicit instruction on self-monitoring, students are now introduced to expert problem-solving skills that will benefit them in their STEM careers.

@misc{Phillips2016ProblemSolving, abstract = {{Well-developed problem-solving skills are essential for any student enrolled in a science, technology, engineering or mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the entire solution allows a solver to identify errors within a solution and make adjustments as necessary. To highlight this aspect of problem-solving, we have developed a framework and associated classroom activities that introduce students to monitoring (M) alongside the more traditional aspects of problem-solving models: analyzing the task (A), creating a plan (C), and executing the plan (E). This ACE-M framework has been successfully implemented in lower-division chemistry, mathematics and physics courses. Students enrolled in courses where ACE-M was used as the foundation for problem-solving instruction reported improved problem-solving self-efficacy, more monitoring while solving problems, and in many cases improved course grades. With this explicit instruction on self-monitoring, students are now introduced to expert problem-solving skills that will benefit them in their STEM careers.}}, added-at = {2019-02-23T22:09:48.000+0100}, archiveprefix = {arXiv}, author = {Phillips, Jeffrey A. and McCallum, Jeremy E. and Clemmer, Katharine W. and Zachariah, Thomas M.}, biburl = {https://www.bibsonomy.org/bibtex/2623e5b3ecc7b5017b80d243f3a237942/cmcneile}, citeulike-article-id = {14103394}, citeulike-linkout-0 = {http://arxiv.org/abs/1607.07853}, citeulike-linkout-1 = {http://arxiv.org/pdf/1607.07853}, day = 26, eprint = {1607.07853}, interhash = {df057c436427df0182292230b8cba197}, intrahash = {623e5b3ecc7b5017b80d243f3a237942}, keywords = {teaching}, month = jul, posted-at = {2016-07-28 10:27:39}, priority = {2}, timestamp = {2019-02-23T22:15:27.000+0100}, title = {{A Problem-Solving Framework to Assist Students and Teachers in STEM Courses}}, url = {http://arxiv.org/abs/1607.07853}, year = 2016 }