Exploring cognitive principles of instructional models and problem-solving processes in the STEM disciplines

An important question educational researchers can ask is how we learn. If we know how we process and retain information, our teaching approaches can be adapted accordingly, increasing effectiveness. In attempting to answer the question of how we learn, consideration of cognitive science is gaining popularity. Many existing and developing educational approaches are described as ‘inspired by cognitive science’. However, many such approaches have been practised or are described as effective pedagogy without reference to cognitive science. For example, problem-solving processes and instructional models have become common without being considered a form of ‘managing cognitive load’. The potential for cognitive science to identify new or improved practices gives hope for the future of STEM education. This shared understanding and common language about existing techniques can help establish why some commonly used teaching methods work or do not. In this chapter, we explore disciplinary-based instructional designs that utilise a problem-solving process (Bybee’s 5Es [Science], Design Council’s Double Diamond [Technology], and Pólya’s four-step problem-solving process [Mathematics]). We theoretically examine three instructional models and associated problem-solving processes commonly used in STEM classrooms. We consider the cognitive neuroscience principles of learning rooted in theories and models from cognitive psychology and neuroscience research.