Problem solving with computers: What do you do when you don't know what to do? Jennifer Masters R.I.T.E. Group Queensland University of Technology

This paper describes a teaching study investigating the experiences of pre-service Bachelor of Education (Primary) students during an exploration of problem solving with computers. The students completed a six-week module as part of first year core subject relating to the application of information technology in the Primary Curriculum. During the module the students were required to investigate and record their own problem-solving processes through a self-directed project using the Logo-based, multimedia application "Microworlds".

Students were not provided with step by step instructions during the one hour per week construction time provided in the computer laboratory, however their exploration of the environment was facilitated by a number of help-mechanisms. These included sample applications and "helper" programs and strategies such as reference to library and Internet resources. In addition, the class lecturers took on the role of facilitator rather than trainer. This meant that they scaffolded students with problem-solving, suggesting strategies and direction, but they did not give solutions or instructions.

During the off-computer tutorial sessions (also one hour per week), students learnt about educational theory and models related to problem-solving. This incorporated exercises associated with models such as de Bono's six thinking hats (de Bono, 1992). They also reflected on problem-solving processes and strategies that they used for their Microworlds projects. The need for reflective documentation required the students to investigate methods of tracking problem solving. Over the six weeks, both formal structures such as Polya's four steps (Polya, 1990) and invented structures were used to record problem-solving processes.

In the final tutorial of the module, the students were asked to reflect on their experiences with particular focus on the mode of learning they had been asked to use. The questionnaire given to the students asked them of their initial feelings on the task, which help mechanisms they used and how useful they found them and how they applied prior understandings to the new environment. It also included a brief learning style checklist based on the 4-MAT system (McCarthy, 1987). It was hypothesised that it might be possible to identify some correlation between the student's attitude towards "discovery learning" and any orientation in learning style.

The questionnaire provided what initially seemed to be depressing results, with many students responding in negative or conditional terms. Additionally, comments suggested that the help- mechanisms provided were not used particularly well by some students. Also, quite a few students did not acknowledge that their prior experience with computers could help them when exploring a new application, even though most of them had participated in an introductory information technology unit in which they were taught skills such as menu navigation and tool application. And, in terms of learning styles, little evidence materialized to support preference according to learning dispositions.

Further reflection on the questionnaire data however, provided more illuminating observations. Comments from some students indicated that this type of learning/teaching style was a new experience. The apprehension evident in the data may have emerged simply because these students had never been asked to "take control of their own learning" before. Additionally, the responses seem to reveal that most of the students, whether positive or negative, felt quite emotive about the process they had been asked to undertake. It seemed that this experience certainly gave the students an opportunity to investigate their own feelings when confronting problems within computer environments.

Regardless of students' affinity to this type of learning, it seems important that pre-service teachers are exposed to self-directed experiences with computers. When the students become teachers it will be imperative that they adopt a problem solving approach to the implementation of computers in their classrooms. This is because the technology and conditions that they will encounter when they graduate will be very different from any conditions we can inform them of at present. As teacher educators, it is our role to support students in expanding their own concept of learning to include independent exploration. Therefore we need to devise projects that challenge students to immerse themselves in new concepts in order to become successful problem-solvers with emerging technology.

Author: Jennifer Masters The R.I.T.E. Group Queensland University of Technology Email: j.masters@qut.edu.au Please cite as: Masters, J. (1998). Problem solving with computers: What do you do when you don't know what to do? In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. http://www.aset.org.au/confs/edtech98/pubs/articles/masters.html