Problem Awareness

Problem awareness is a critical component in various educational and professional contexts, influencing how individuals and groups approach and solve problems. This concept is explored across different domains, including science education, philosophy, and organizational behavior.

Problem Awareness in Education

Collaborative Problem Solving in Science Education

Research in science education highlights the importance of collaborative problem-solving (CPS) awareness. A study found that CPS awareness is positively correlated with students’ learning motivation and behaviors. Notably, low performers’ CPS awareness was linked to social domains, while high performers’ awareness was more cognitive (Chen et al., 2020).

Problem-Solving Process in Elementary Education

In elementary education, problem-solving process awareness is crucial. Students with different problem-solving abilities show significant differences in their awareness of translation (recognition and representation) and implementation (strategy and execution) processes. This suggests that awareness of these processes is linked to students’ problem-solving performance (Hsu, 2024).

Metacognitive Awareness in Programming

For novice programmers, metacognitive awareness is essential for interpreting problem prompts correctly. Training that enhances metacognitive skills can help students better understand problem prompts and improve their problem-solving success. This can be achieved through scaffolding and automated assessment tools (Prather et al., 2019).

Problem Awareness in Philosophy

Philosophical Reflection

In philosophy, problem awareness is a vital perspective that drives critical reflection and the questioning of irrational cultural aspects. This awareness fosters the development of new values and ideals, making it a foundational element in philosophical inquiry and human development (Xiao-Meng, 2010; Hong-Fu, 2009).

Problem Awareness in Organizational Contexts

Group Problem Solving

In organizational settings, awareness of individual problem-solving preferences can enhance group problem-solving processes. Sharing these preferences within groups can lead to improved process quality and self-efficacy in problem-solving tasks, as demonstrated in Kaizen Events (Franken et al., 2024).

Challenges and Future Directions

Measurement and Evaluation

The measurement of problem awareness, particularly in contexts like pathological gambling, remains a challenge. Current measures are often inadequate, lacking comprehensive coverage of awareness domains. Future research should focus on developing validated tools to assess problem awareness more effectively (Shah et al., 2019).

Integration in Education

Integrating problem-posing approaches in science education can enhance students’ problem-solving skills and metacognitive awareness. This approach, common in mathematics education, shows promise for broader application in science curricula, suggesting a need for further exploration and implementation (Akben, 2020).

In conclusion, problem awareness is a multifaceted concept that plays a significant role in education, philosophy, and organizational behavior. Understanding and enhancing this awareness can lead to improved problem-solving abilities and critical thinking across various domains.

Chen, L., Inoue, K., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Ogata, H., & Yamada, M. (2020). Exploring Factors that Influence Collaborative Problem Solving Awareness in Science Education. Technology, Knowledge and Learning, 25, 337-366. https://doi.org/10.1007/s10758-020-09436-8

Hsu, C. (2024). Abilities analysis of problem-solving process awareness for elementary school students with different problem-solving performances. Practical Pedagogy Studies. https://doi.org/10.58396/pps020103

Prather, J., Pettit, R., Becker, B., Denny, P., Loksa, D., Peters, A., Albrecht, Z., & Masci, K. (2019). First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts. Proceedings of the 50th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3287324.3287374

Shah, P., Quilty, L., Kim, J., Graff-Guerrero, A., & Gerretsen, P. (2019). Impaired Awareness of Problem and Pathological Gambling: A Review. Journal of Gambling Studies, 36, 39-50. https://doi.org/10.1007/s10899-019-09926-0

Franken, J., Van Dun, D., & Wilderom, C. (2024). Improving group problem solving through awareness of members’ problem-solving preferences. International Journal of Operations & Production Management. https://doi.org/10.1108/ijopm-10-2023-0845

Xiao-Meng, Z. (2010). On Problem Awareness in Studies of Philosophy. Teaching and Research.

Hong-Fu, G. (2009). On Problem-awareness in Philosophy Exploration. Journal of Xinxiang University.

Akben, N. (2020). Effects of the Problem-Posing Approach on Students’ Problem Solving Skills and Metacognitive Awareness in Science Education. Research in Science Education, 50, 1143-1165. https://doi.org/10.1007/S11165-018-9726-7