Problem-Solving Paradigm

Abstract

The complexity of problem solving partly explains professors' contin uing efforts to develop students' problem-solving expertise (Woods 1994, 1993a, 1993b, 1987). (We use the unusu al order of citation because the sequence of the author's arguments is best under stood in reverse chronological order.)1 Advances in understanding the creation of educational value added offer a com prehensive explanation of the develop ment of problem-solving proficiency (Moore and Bagayoko 1994, Bagayoko and Kelley 1994a). Our aim is to present the resulting problem-solving paradigm (PSP), also known as the problem-solv ing pentagon (see figure 1).