ABSTRACT
In tertiary education nowadays a greater emphasis is being directed toward the development of generic skills or graduate attributes, including communication skills, global perspectives, problem solving, teamwork, and social responsibility. Reliance on a content-based curriculum in science is not an appropriate preparation for the rapidly changing world of the future (Lowe, 1999). The new emphasis on generic skills is aimed at addressing an urgent need for professionals who can find realistic solutions to complex, real-world problems. Jonassen (2002) goes so far as to state, “I believe that the only legitimate goal of professional education, either in universities or professional training, is problem solving” (p. 78). It is clear, then, that tertiary educators need to carefully examine their methods of teaching problem-solving, as well as the types of problems they select for their students, if they wish to produce graduates effective in the modern workplace, society, and life in general.
