ABSTRACT
This chapter outlines the importance of various kinds of problem-solving in contemporary vocations. It draws on cognitive theory to outline and examine models of problem-solving for well-defined and ill-defined problems. The issue of representation and the influence it has on the degree of difficulty people experience when solving problems has been examined and is explored in the following section. Using activity theory, Y. Engestrom argues that strategies tor achieving solutions to complex problems require that the problem-solver view the act of problem-solving not simply as an individual applying cognitive processes in response to the problem demands. Learning experiences that develop problem-solving skills need to engage learners in problem-finding-in attempting to represent problems in ways other than the representation initially encountered. An important aspect of developing problem-solving skill is to understand that different people bring different skills and perspectives to the problem-solving activity. The first is the development of problem-solving skills through engaging in a range of authentic problem-solving activities.
