ABSTRACT
This chapter outlines the big picture, that is, how multifaceted problems work in conjunction with other components of instruction. It then reviews how conceptual understanding and working simple problems can be used to develop students' schema. The methods and issues raised in the chapter are in their early stages of development, and yet this is an important task: students will need strong problem-solving skills as they face the broad, open-ended challenges in their future careers. It helps in developing students’ skill that helps them solve ill-structured, open-ended problems. The chapter describes progressive problem solving (PPS) that has students work on conceptual challenges, followed by schema development using simple problems, followed by multifaceted problems as a vehicle to develop qualitative analysis, planning, and monitoring skills. It discusses improving students' beliefs about problem solving. The anchor to progressive problem solving (PPS) is the use of multifaceted problems that require students to incorporate several concepts in building a solution.
