Extended abstract
Theoretical and educational significance: Dealing with complex global challenges related to sustainable development requires problem-solving competences (Wiek et al., 2011). Effective problem-solving involves identifying and defining the problem, planning a solution strategy by organizing prior knowledge and resources, implementing the solution, and continuously monitoring and evaluating it (Funke, 2019). Challenge Based Learning (CBL) fosters practical problem-solving by engaging students with complex, real world challenges. Crucial stages in CBL include exploring a broad topic by investigating the challenge and implementing and evaluating solutions afterwards (Gallagher & Savage, 2020). However, recent research suggests that analyzing and defining complex open-ended challenges in CBL can be difficult for students (e.g. Detoni et al., 2019; Jensen et al., 2017). Mourtos (2010) highlighted the educational relevance of addressing the cognitive and affective challenges students face when dealing with open-ended problems. Affective difficulties, such as disagreement with decisions or in communication, can affect motivation, while cognitive challenges involve understanding key concepts of the problem and their application. Funke (2019) suggests strategies like simplifying problems into smaller parts and connecting relationships between variables to better manage complexity effectively. These theoretical approaches provide a framework to analyze strategies and difficulties in problem analysis and definition. Since research on problem analysis and definition is limited in the CBL context, this study aims to explore difficulties and strategies that students face when working on open-ended problems in CBL by using an observational method. The study will address the following questions: What strategies and difficulties can be observed in problem analysis and definition processes of students involved in CBL courses? Methodology: Contributing to the exploratory nature of the research question, an observational study was conducted utilizing a semi structured observation protocol and audio recordings of group work at the beginning of English speaking CBL courses where students worked on complex, open-ended challenges from external stakeholders. Three groups taking part in the CBL course and consisting of 3-4 students (N = 11 in total) from different study programs and degrees gave written consent to participate in the study and were observed. Data were collected by conducting real time observation using a pre developed, semi structured observation protocol applying an event based approach. To enhance reliability, additional audio transcriptions were recorded. The observation protocol focuses on recording the frequency of systematic behaviors across three deductive main categories, drawn from the findings of Mourtos (2010) and Funke (2019): clarity of communication (CLCom), understanding and application of key concepts of the challenge (KCapp), analysis and simplification of the problem (AnSimp). The protocol also provides a space for observer comments to develop inductive main and subcategories. Quantitative and qualitative analyses were conducted on observational data from the protocol. Quantitative analysis focused on behavior frequency, while qualitative analysis employed Kuckartz and Rädiker’s (2023) content analysis method to develop inductive main and subcategories. Key Findings: The total number of behavioral codings for the main categories summarized for all three observed groups was 38 for CLCom, 32 for KCapp, and 35 for AnSimp. As subcategories in the CLCom category, only student difficulties were identified, with the most often coded being fluency in English language communication (10 codings), discourse structure (9 codings), and interruption of communication (5 codings). In the AnSimp category, 31 out of 35 codings were strategy related. Although the strategies varied notably among the observed teams, task management and planning (5 codings), identification of challenge difficulties through variable relationships (5 codings), and visual representation of the challenge and its design (4 codings) stood out. In the KCapp category 28 out of 32 codings evidence provided by the observer pertained to strategies. These included: a holistic approach (4 codings), an understanding of challenging concepts with explanations of previous research (6 codings), and the use of practical resources (4 codings) based on previous student experience Beyond that, six inductive main categories emerged from the observations. The three categories with the most difficulty related codings were "Challenge Concept" (15 codings), including issues with the challenge scope and purpose; "Decision-Making and Priority Setting" (13 codings), characterized by disagreements between ideas; and "Teamwork" (13 codings), marked by unclear roles and low group confidence. General Discussion: In summary, the observational study explored communication difficulties, including problems with English and fluent discussion, along with strategies for analyzing and simplifying problems, such as planning activities and discussing variable relationships. Difficulties related to the scope of the challenge, decision-making and teamwork were also noted, which can be addressed through targeted interventions in CBL. Scientific observation is an effective method for exploratory studies, although this study is limited by the number of observers and resources. Short and consistent observation periods between teams and combining these observations with additional methods (e.g. interviews) to increase the reliability and validity of the results, are recommended for future research. In conclusion, further research is needed on students' difficulties and strategies in analyzing and defining open-ended problems in CBL to design educational interventions and empower them as effective problem solvers for complex sustainable development challenges. References: Detoni, M., Sales, A., Chanin, R., Villwock, L. H., & Santos, A. R. (2019). Using challenge based learning to create an engaging classroom environment to teach software startups. 33rd Brazilian Symposium on Software Engineering. Salvador, Brazil. Funke, J. (2019). Problem-Solving. In R. J. Sternberg & J. Funke (Hrsg.), The Psychology of Human Thought. An introduction (S. 155–176). Gallagher, S. & Savage, T. (2020). Challenge based learning in third level education: A literature review, The University of Dublin. Jensen, M. B., Utriainen, T. M., & Steinert, M. (2018). Mapping remote and multidisciplinary learning barriers: Lessons from challenge based innovation at CERN. European Journal of Engineering Education, 43(1), 40–54. Kuckartz, U. & Rädiker, S. (2023). Qualitative content analysis. Methods, practice and software (2nd edition). SAGE. Mourtos, N. (2010). Challenges Students Face when solving Open Ended Problems. International Journal for Engineering Education, S. 1–24. Wiek, A., Withycombe, L., & Redman, C. L (2011). Key Competencies in Sustainability: A Reference Framework for Academic Program Development. Sustainability Science, 6(2): 203–218.
