Compound Problem Solving: Workplace Lessons for Engineering Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
For practitioners and researchers who incorporate real-world problems into their teaching, it is essential to understand real-world problem solving and the nature of problems for better design of the instruction.Several models exist that address the categorization of problems.David Jonassen's design theory of problem solving describes eleven different problem-types mapped on a four-dimensional scale.Real world problems are more likely to be compound problems meaning they contain a variety of different problem types.This paper describes the findings of two studies, (a) a single-case study of a steel engineer and (b) a multi-case study comparing the findings to 90 problem-solving narratives of other engineers.Both studies are located in an US-American context.Results confirm that real-world problems are intertwined problems (compound problems) and that transitions from one problem type to another within a compound problem are a unique class of problems themselves.These 'transition problems' have properties, which are not represented in other problem types, and therefore extend the design theory.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it