Complete thesis - Murdoch University

equired by the task is required. Ability to develop a representation of the problem andthe problem solving process is a component of problem solvingpsychologist ability to estimate the cognitive load of a problem. An appreciation of therelative complexity of the material is requiredmanager organisational skills are required to manage large numbers of individual skills.This management includes: selecting appropriate skills sets to apply; ordering theirapplication; removing inappropriate setslearner learning skills need to be applied to evaluate the appropriateness of the knowledgeconstructedscholar the factual (declarative) knowledge used to justify a problem solving approach. Theunderlying governing principles are definedbookkeeper the episodic structure of memory determines whether diverse sets of experiencecan be organised for recall and application.Current perspectives on problem-solving suggest that the priority is to enable learners toacquire the habits and dispositions of expert problem solvers in the domain, rather thanfocus on mastering, in a preordained sequence, sets of facts and procedures that representthe domain content. This shifts the focus from moves or changes in conditions to reach asolution to emphasis on individual conceptualisation of the problem and internal subprocessesand addresses issues of problem organisation and understanding.Declaration 4 effective problem solving currently focusses on expert behaviour and resultsfrom the development of rich knowledge structures and metacognitivestrategies.3.1.5 The development of expertiseUnderstanding expertise is important because it provides insights into the nature of thinkingas well as problem solving – experts have acquired extensive knowledge that affects whatthey notice and how they organise, represent, and interpret information in their environment.This, in turn, affects their abilities to remember, reason, and solve problems (Bransford et al,2000).The issue is that there is marked difference between the fragmentary knowledge structures ofnovice understanding and the integrated knowledge structures which underpin more robustknowledge and flexibility exhibited by the expert knower (Wood, 1999).116