วิทวัส เพ็ญภู่

มหาวิทยาลัยบูรพา

เสรี ชัดแช้ม

มหาวิทยาลัยบูรพา

พุฒิชาดา จันทะคุณ

บทคัดย่อ

ทักษะการแก้ปัญหาที่ซับซ้อน เป็นทักษะการแก้ปัญหาในโลกแห่งความเป็นจริงซึ่งมีความซับซ้อนมากกว่าการแก้ปัญหาแบบปกติ เป็นทักษะที่จำเป็นอันดับหนึ่งของศักยภาพมนุษย์ ที่ต้องพัฒนาในโลกที่กำลังก้าวเข้าสู่ศตวรรษที่ 21 ในบทความนี้ ผู้เขียนได้ทบทวนบทความวิจัยต่างๆ ที่เกี่ยวข้องกับทักษะการแก้ปัญหาที่ซับซ้อน โดยได้นำเสนอ ความหมาย ทฤษฎีความเป็นมา กระบวนการแก้ปัญหาที่ซับซ้อน การวัดและประเมินผลขณะแก้ปัญหาที่ซับซ้อน ตลอดจนแนวทางในการพัฒนา จากการทบทวนงานวิจัย ปรากฏว่า ทักษะการแก้ปัญหาที่ซับซ้อนเป็นทักษะที่ต้องใช้กระบวนการทางปัญญาร่วมกับกระบวนการทางจิต ซึ่งกระบวนการดังกล่าวสามารถใช้เป็นแนวทางในการพัฒนาทักษะการแก้ปัญหาที่ซับซ้อนในอนาคตได้

Abstract

Complex problem solving skills It is a real-world problem solving skill that is more complex than regular problem solving. It is the first requisite skill of human potential to develop in a world that is entering the 21st century. In this article author reviewed various research articles concerning complex problem solving skills, we present theoretical and historical implications. Complex problem solving Measurement, Evaluation and the development. The literature review, find that complex problem solving skills are skills that require the use of cognitive processes in conjunction with mental processes. This process can be used as a guideline for developing complex problem solving skills in the future.

คำสำคัญ

ทักษะการแก้ปัญหาที่ซับซ้อน, การพัฒนาศักยภาพมนุษย์, ศตวรรษที่ 21

Keywords

Complex problem solving skills, human potential development, 21st century

เอกสารอ้างอิง

Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11

Barth, C. M., & Funke, J. (2010). Negative affective environments improve complex solving performance. Cognitive Emotion, 24(7), 1259–1268. doi: 10.1080/02699930903223766

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.

Berry, D. C., & Broadbent, D. E. (1984). On the relationship between task performance and associated verbalizable knowledge. The Quarterly Journal of Experimental Psychology Section A, 36(2), 209-231.

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of management, 36(4), 1065-1105.

Buchner, A., & Funke, J. (1993). Finite-state automata: Dynamic task environments in problem-solving research. The Quarterly Journal of Experimental Psychology, 46(1), 83-118.

Dindar, M. (2018). An empirical study on gender, video game play, academic success and complex problem solving skills. Computers & Education, 125, 39-52. doi:10.1016/j.compedu.2018.05.018

Dörner, D. (1980). On the difficulties people have in dealing with complexity. Simulation & Games, 11(1), 87-106.

Dorner, D., & Funke, J. (2017). Complex Problem Solving: What It Is and What It Is Not. Frontiers in Psychology, 8. doi:ARTN 1153 10.3389/fpsyg.2017.01153

Dorner, D., & Kreuzig, H. W. (1983). Problem-Solving Abilities and Intelligence. Psychologische Rundschau, 34(4), 185-192.

Fischer, A., Greiff, S., & Funke, J. (2012). The process of solving complex problems. Journal of Problem Solving, 4(1), 19 - 42

Fischer, A., S. Greiff & J. Funke (2017), The history of complex problem solving. in Csapó, B. & J. Funke (eds.), The Nature of Problem Solving: Using Research to Inspire 21st Century Learning (107-121), Paris: OECD.

Frensch, P. A., & Funke, J. (eds) (1995a). Complex Problem Solving: The European Perspective. Hillsdale, New Jersey: Erlbaum.

Funke, J. (2010). Complex problem solving: A case for complex cognition?. Cognitive Processing, 11(2), 133-142.

Funke, J. (2012). Complex Problem Solving. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 682-685). Boston, MA: Springer US.

Funke, J., Fischer, A., & Holt, D. V. (2018). Competencies for Complexity: Problem Solving in the Twenty-First Century. In E. Care, P.

Griffin, & M. Wilson (Eds.), Assessment and Teaching of 21st Century Skills: Research and Applications (pp. 41-53). Cham: Springer International Publishing.

Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Massachusetts: Springer International Publishing.

Güss, C. D., Tuason, M. T., & Orduña, L. V. (2015). Strategies, tactics, and errors in dynamic decision making in an Asian sample. Journal of Dynamic Decision Making, 1(1), 1-14.

Hermes, M., & Stelling, D. (2016). Context matters, but how much? Latent state–trait analysis of cognitive ability assessments.

International Journal of Selection and Assessment, 24(3), 285-295.
Kyllonen, P. (2018). Inequality, Education, Workforce Preparedness, and Complex Problem Solving. Journal of Intelligence, 6(3), 33.

Kröner, A., Wilde, S. A., Li, J. H., & Wang, K. Y. (2005). Age and evolution of a late Archean to Paleoproterozoic upper to lower crustal section in the Wutaishan/Hengshan/Fuping terrain of northern China. Journal of Asian Earth Sciences, 24(5), 577-595.

Mack, O., Khare, A., Krämer, A., & Burgartz, T. (Eds.). (2015). Managing in a VUCA World. Cham: Springer International Publishing.

Mainzer, K. (2009). Challenges of Complexity in the 21st Century. Advanced Science Letters, 1(1), 145-150.

Meadows, D. H., Meadows, D. L., & Randers, J. (1992). Beyond the limits: global collapse or a sustainable future. London: Earthscan Publications Ltd.

National Research Council. (2011). Assessing 21st century skills: Summary of a workshop. Washington (DC): National Academies Press.
Organisation for Economic Co-operation and Development (OECD).
(2014). PISA 2012 results: Creative problem solving: Students’ skills in tackling real-life problems (Volume V). Paris: OECD.

Ramnarayan, S., Strohschneider, S., & Schaub, H. (1997). Trappings of expertise and the pursuit of failure. Simulation & Gaming, 28(1), 28-43.

Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgments and their link to complex problem solving. Intelligence, 63, 1-8.

Schweizer, F., Wüstenberg, S., & Greiff, S. (2013). Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity. Learning and Individual Differences, 24, 42-52.

Schweizer, T. S., Schmalenberger, K. M., Eisenlohr-Moul, T. A., Mojzisch, A., Kaiser, S., & Funke, J. (2016). Cognitive and affective aspects of creative option generation in everyday life situations. Frontiers in psychology, 7, 1132.

Simon, H. A. (1957). Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations, 2nd Edn. New York, NY: Macmillan.

Spering, M., Wagener, D., & Funke, J. (2005). The role of emotions in complex problem-solving. Cognition and Emotion, 19, 1252-1261.

Wang, M., Wu, B., Kirschner, P. A., & Michael Spector, J. (2018). Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450-458. doi:https://doi.org/10.1016/j.chb.2018.01.024

World Economic Forum. (2015). New vision for education: Unlocking the potential of technology. Geneva: World Economic Forum.

World Economic Forum (2016). Global Risks 2016: Insight Report 11th Edn. Geneva: World Economic Forum.

Wüstenberg, S., Greiff, S., & Funke, J. (2012). Complex problem solving—More than reasoning?. Intelligence, 40(1), 1-14.

Wüstenberg, S., Stadler, M., Hautamäki, J., & Greiff, S. (2014). The role of strategy knowledge for the application of strategies in complex problem solving tasks. Technology, Knowledge and Learning, 19(1-2), 127-146.