ABSTRACT
We all have previously encountered a problem or have had to carry out a task that looks familiar to us and for which we think we’ve had quite a lot of experience. Unfortunately, while solving the problem or carrying out the task, we come across some aspect of it that we never encountered before. At this point, our available procedural knowledge is insufficient and we have to make use of a different type of knowledge-strategic knowledge-to solve the problem or carry out the task. Such strategic knowledge helps us to sys tematically approach new problems and efficiently marshal the necessary resources for solving them. This chapter focuses on the analysis of cognitive strategies for dealing with unfamiliar aspects of new tasks. The results of the analyses take the form of SAPs which specify how competent task performers
organize their own behaviors, that is, which phases they go through while solving problems, and which rules-of-thumb they use to successfully complete each phase. Systematic descriptions of how to approach particular problems in a subject matter domain are sometimes already available in the form of existing job descriptions, instructional materials, or other documents. If this is the case, then there is no need to carry out the activities described in this chapter. In all other cases, the analysis of cognitive strategies may be important for designing problem-solving support for learning tasks (e.g., process worksheets), for refining a chosen sequence of task classes, and, last but not least, for designing an important part of the supportive information. The structure of this chapter is as follows. First, the specification of SAPs is discussed, including the identification of phases in problem solving and the rules-of-thumb that may help to successfully complete each phase. Second, the analysis of intuitive cognitive strategies is briefly discussed because the existence of such strategies may interfere with the acquisition of more effective strategies. Third, the use of SAPs in the design process is discussed because SAPs are helpful for designing problem-solving guidance, refining a sequence of task classes, and designing supportive information. For each of those activities, the existence of intuitive strategies may affect the selection of instructional methods. The chapter concludes with a summary of the main guidelines.
