"It seems reasonable to predict that well-structured and ill-structured problem solving engage different intellectual skills"(Jonassen, 2000, p. 67).
Shared vision
The type of problems that designers deal with are "ill-defined" (Rittel and Webber,1984, p. 136).
Shared vision
Shared vision
"Problems that planners must deal with are wicked and incorrigible" are of "problematic nature" (Rittel and Webber, 1984, p.144).
These two factors "overlap" and can not be thought of as discrete (Jonassen,2000).
Collaborative inquiry is one of the most powerful enablers of changes in practice that can influence student learning (Katz and Earl, 2010)

Collaborative Inquiry "Teacher come together, asking questions, looking at research and exploring student thinking to discover the way their students learn best" (McDonald, 2013).

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"Teacher come together, asking questions, looking at research and exploring student thinking to discover the way their students learn best" (McDonald).

FRAMING THE PROBLEM

Inquiry

Inquiry

CELEBRATING AND SHARING

COLLECTING EVIDENCE

ANALYZING EVIDENCE

PROBLEMS

PROBLEM SOLVING

Problem Representation

Problem Type

Design Problems

Trouble Shooting Problems

Decision Making Problem

Dilemmas

Logical Problems

Algorithms

Story Problem

Rule Using Problem

Diagnosis-Solution Problem

Strategic Performance Problem

Situated Problem

Individual Differences

Metacognition

Familiarity

Domain and Structural Knowledge

Cognitive Controls

General Problem Solving Skills

Affective and Conative

Epistemological Beliefs

Structuredness

Well Structured Problems

"The most commonly encountered problems, especially in schools and universities, are well-structured problems. "(Jonassen, 2000, p.66-67)

Ill Structured Problems

"Are the kinds of problems that are encounteredmore often in everyday and professional prac-tice" (Jonassen, 2000, p. 67)

Complexity

Domain Specificity

Collaboration

Collaboration

Individual

Individual

Individuals

Individuals

Individual

Individual

Design

Design

BURNING QUESTION How can we better prepare students to answer Ill Structured Problems that are predominant in processional practice, when the most common type of question posed throughout their education is of the well-structured type?