Tina Overton (University of Hull, UK)
Our previous study has shown that algorithmic problem solving is well rewarded in degree scores and that open-ended problem solving requires a different set of intellectual skills and remains largely unrewarded in assessment schemes. This paper explores our approach to embedding open-ended activities in the curriculum, its affect on student motivation and skills. We also discuss a phenomenographic study that exposed the limited number of different approaches to problem solving ‘observed within undergraduates and how these correlated to their differing cognitive styles.
