Teaching Problem Structuring Methods: Improving Understanding Through
Ashley L. Carreras, Parmjit Kaur
Leicester Business School, De Montfort University, Leicester LE1 9BH, United Kingdom {acarreras@dmu.ac.uk, pkcor@dmu.ac.uk}
Abstract
This paper examines how Novak's concept (Novak, J. D. 1998. Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations. Lawrence Erlbaum, Mahwah, NJ) of "meaningful learning'' can help teachers using an "experiential'' approach to teaching problem structuring methods (PSMs) help students acquire an understanding of how these methods might aid group decision making.
Experiential learning is seen as a necessary foundation for the building of a student's understanding of PSMs if they are to fully appreciate the potential of the techniques. It is argued that if the affective mode of functioning (relating to moods, feelings, and attitudes) is triggered, the student is more likely to choose to engage in meaningful learning, and thereby gain an enhanced appreciation of how the methods work. An example of a causal mapping workshop is evaluated, with the findings, although limited in their validity for generalisation, pointing to a clear and direct positive link between meaningful learning and understanding by the learner.
Key words
problem structuring methods; experiential learning; causal mapping; meaningful learning
History
Received: June 2010; accepted: April 2011.
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Citation Information
Carreras, A. L., Parmjit Kaur. 2011. Teaching problem structuring methods: Improving understanding through meaningful learning. INFORMS Trans. Ed. 12(1) 20–30. Available online at http://ite.pubs.informs.org/.