How novices formulate models. Part I: qualitative insights and implications for teaching

S G Powell () and T R Willemain
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S G Powell: Dartmouth College
T R Willemain: Rensselaer Polytechnic Institute

Journal of the Operational Research Society, 2007, vol. 58, issue 8, 983-995

Abstract: Abstract Teaching novices how to formulate mathematical models for ill-structured problems is a challenging task. Little is known about how novices approach ill-structured problems and how their performance differs from that of experts. We audiotaped 28 MBA students while they worked through four ill-structured modelling problems. The task in each problem was to begin to develop a model that could ultimately be used for forecasting or analysis of alternative courses of action. We analysed transcripts of these think-aloud protocols both quantitatively and qualitatively. We observed five behaviours that are not typical of experts and that limit the effectiveness of our subjects. These include: over-reliance on given numerical data, taking shortcuts to an answer, insufficient use of abstract variables and relationships, ineffective self-regulation, and overuse of brainstorming relative to structured problem solving. We conclude that an effective modelling pedagogy should teach how to: formulate models both in the presence and the absence of data, abstract variables and relationships, employ control strategies for self-regulation, and use structured problem-solving methods.

Keywords: modelling; teaching; problem solving (search for similar items in EconPapers)
Date: 2007
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Citations: View citations in EconPapers (4)

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DOI: 10.1057/palgrave.jors.2602275

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