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INTRODUCTION

Problem-solving is a critical cognitive activity that permeates many aspects of our day-to-day lives. We solve problems at home and school, these problems in school include learning tasks such as addition, pronunciation, and drawing. For these tasks to be solved human expertise is required. First, that expertise can be understood from an information-processing perspective by focusing on the role of knowledge, details of knowledge and the cognitive steps that bring that knowledge to the system during problem-solving. Second, that expert performance is acquired through deliberate practice.

This view that expertise can be put into a group of knowledge structures that are learned and has implications for how to structure learning environments to facilitate its knowledge acquisition. Cognition has direct influence on problem solving since it influences acquisition of knowledge through the perception of the problem, paying attention to the cause of the problem, reasoning on how to solve the problem and memorizing steps of solving a problem such as addition and pronunciation in learning the task.

Reasoning has been of interest to cognitive psychologists for many years, and research has been conducted primarily by trials to comprehensive basic problem-solving in healthy adult humans and children. Cognition has been established as the main theme in neuroscience that affects reasoning and problem solving because cognition is the process of acquiring knowledge and conceptualizing through thought and experience, so an individual has to reason first before solving a problem.

In solving an addition or subtraction problem, a pupil develops sequences of solving the problem through an old event such as being thought by a teacher. The pupil draws a number line or counts with her/ his fingers to solve the problem after understanding the question in the problem. Thus problem-solving involves; monitoring the problem, conceptualizing of information in the problem and evaluating the cause of the problem.

Knowledge domain consists of learning about things you can know learning about things you can do and things you can feel. Knowledge domain is at different levels, ranging from the most simple–recognizing or recalling information–to the most complex–using the previously known information to create entirely new meaning. Knowledge domain has six contents which are remembering, understanding, applying, analyzing, evaluating and creating. All the contents of knowledge domain are important in the cognitive domain which is involved in problem-solving.

References

The book “Problem Solving and Human Expertise” (pp. 104-111), “Problem Solving and Reasoning” (pp. 112-117), and “Knowledge Domains and Domain Learning” (pp. 118-127).