Compatibility of Problem Solving Theory and Activity Theory

Evaristo Kangwa
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Evaristo Kangwa: Mukuba University, P.O Box 20382, Kitwe, Zambia

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 10, 34-41

Abstract: The paper reviews problem solving theory and activity theory in order to determine whether or not the two theories are compatibility. Both problem solving and activity theory have been extensively studies since their inception over 8 decades ago. While problem solving has been studied as a cognitive domain as well as a pedagogical domain, activity theory has been extensively studied as a theoretical framework to understand the relationship between subject and object in relation with other players within the system. Vygotsky observed that through mediating artifacts, humans have moved from lower to higher cognitive function. In this sense, activity theory may be used as a framework for studying the cognitive development of the subject. Having compared the two theories, a number of relations are identified that seem to exist on the conceptual level between the two theories. Among the relations identified include the following: Both problem-solving theory and activity theory seem to agree with the notion of solver or subject first identifying the existence of a problem or a need that requires changing or transforming; Both theories seem to suggest that tools or instruments, either physical or psychological, shape the activity and that the tools are used to accomplish the activity. It is therefore, important for future research to focus on the empirical evidence to confirm the compatibility of problem solving theory and activity theory.

Date: 2022
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