Study links academic backgrounds to problem-solving pathways

A Sejong University professor has collaborated with a researcher at Finland’s Aalto University to examine how university students’ academic backgrounds relate to their problem-solving approaches. The researchers are Jang Hye-won, a professor at Sejong University’s Office of Educational Innovation, and Petter Holme, a professor of computer science at Aalto University. They analyzed 84 written solutions from a first-year physics course at Harvard University, systematically organizing information about students’ assumptions and reasoning sequences to examine how their approaches differed by academic background. The study was published online last month in the International Journal of Science and Mathematics Education under the title “Through Different Lenses: Connecting Educational Backgrounds to Fermi Problem-Solving Pathways.” The study used a Fermi problem, which requires people to make reasonable assumptions and arrive at approximate answers despite limited information. Such problems require learners to identify relevant variables, make reasonable estimates and assess whether